Scopus
EXPORT DATE: 4 September 2021

@CONFERENCE{Becker2021181,
author={Becker, B.A. and Denny, P. and Prather, J. and Pettit, R. and Nix, R. and Mooney, C.},
title={Towards Assessing the Readability of Programming Error Messages},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={181-188},
doi={10.1145/3441636.3442320},
note={cited By 1; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103286015&doi=10.1145%2f3441636.3442320&partnerID=40&md5=4997f162edf52b21f47970b8c7442747},
affiliation={University College Dublin, Ireland; University of Auckland, New Zealand; Abilene Christian University, United States; University of Virginia, United States; Oklahoma Christian University, United States},
abstract={Programming error messages have proven to be notoriously problematic for novices who are learning to program. Although recent efforts have focused on improving message wording, these have been criticized for attempting to improve usability without first understanding and addressing readability. To date, there has been no research dedicated to the readability of programming error messages and how this could be assessed. In this paper we examine human-based assessments of programming error message readability and make two important contributions. First, we conduct an experiment using the top twenty most-frequent error messages in three popular programming languages (Python, Java, and C), revealing that human notions of readability are highly subjective and dependent on both programming experience and language familiarity. Both novices and experts agreed more about which messages are more readable, but disagreed more about which messages are not readable. Second, we leverage the data from this experiment to uncover several key factors that seem to affect message readability: message length, message tone, and use of jargon. We discuss how these factors can help guide future efforts to design a readability metric for programming error messages. © 2021 Owner/Author.},
keywords={Education computing, Error messages;  Message length;  Novices and experts;  Programming errors;  Programming experience, Errors; compiler design and implementation;  compiler error messages;  CS1;  enhanced error messages;  HCI;  novice programmers;  programming;  programming error messages;  readability},
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(2017) Proceedings of the 39th International Conference on Software Engineering (Buenos Aires, Argentina) (ICSE '17), pp. 575-585. , https://doi.org/10.1109/ICSE.2017.59, IEEE Press, Piscataway, NJ, USA; Becker, B.A., (2015) An Exploration of the Efects of Enhanced Compiler Error Messages for Computer Programming Novices, , https://doi.org/10.13140/RG.2.2.26637.13288, Masters Thesis. Dublin Institute of Technology; Becker, B.A., An efective approach to enhancing compiler error messages (2016) Proceedings of the 47th Acm Technical Symposium on Computing Science Education (Memphis, Tennessee, USA) (SIGCSE '16), pp. 126-131. , https://doi.org/10.1145/2839509.2844584, ACM, New York, NY, USA; Becker, B.A., Denny, P., Pettit, R., Bouchard, D., Bouvier, D.J., Harrington, B., Kamil, A., Prather, J., Compiler error messages considered unhelpful: The landscape of text-based programming error message research (2019) Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education (Aberdeen, Scotland UK) (ITiCSE-WGR '19), pp. 177-210. , https://doi.org/10.1145/3344429.3372508, Association for Computing Machinery, New York, NY, USA; Becker, B.A., Fitzpatrick, T., What do cs1 syllabi reveal about our expectations of introductory programming students? 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Questions that computing educators most want computing education researchers to answer (2019) Proceedings of the 2019 Acm Conference on International Computing Education Research (Toronto ON, Canada) (ICER '19), pp. 259-267. , https://doi.org/10.1145/3291279.3339402, Association for Computing Machinery, New York, NY, USA; Denny, P., Luxton-Reilly, A., Carpenter, D., Enhancing syntax error messages appears inefectual (2014) Proceedings of the 19th Conference on Innovation and Technology in Computer Science Education (Uppsala, Sweden) (ITiCSE '14), pp. 273-278. , https://doi.org/10.1145/2591708.2591748, ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., All syntax errors are not equal (2012) Proceedings of the 17th Acm Annual Conference on Innovation and Technology in Computer Science Education (Haifa, Israel) (ITiCSE '12), pp. 75-80. , https://doi.org/10.1145/2325296.2325318, ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., Understanding the syntax barrier for novices (2011) Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education (Darmstadt, Germany) (ITiCSE '11), pp. 208-212. , https://doi.org/10.1145/1999747.1999807, ACM, New York, NY, USA; Denny, P., Prather, J., Becker, B.A., Error message readability and novice debugging performance (2020) Proceedings of the 2020 Acm Conference on Innovation and Technology in Computer Science Education (Trondheim, Norway) (ITiCSE '20), pp. 480-486. , https://doi.org/10.1145/3341525.3387384, Association for Computing Machinery, New York, NY, USA; Flowers, T., Carver, C.A., Jackson, J., Empowering students and building confdence in novice programmers through gauntlet (2004) 34th ASEE/IEEE Annual Frontiers in Education (FIE '04), 1. , https://doi.org/10.1109/fe.2004.1408551, IEEE, Savannah, GA, USA, T3H/10-T3H/13; Giannantonio, C.M., Book review: Krippendorf, k 2004) (2010) Content Analysis: An Introduction to Its Methodology (2nd Ed.), pp. 392-394. , https://doi.org/10.1177/1094428108324513arXiv:https://doi.org/10.1177/1094428108324513, Thousand Oaks, CA: Sage. 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University of Kent at Canterbury; Karvelas, I., Li, A., Becker, B.A., The efects of compilation mechanisms and error message presentation on novice programmer behavior (2020) Proceedings of the 51st Acm Technical Symposium on Computer Science Education (Portland, OR, USA) (SIGCSE '20), pp. 759-765. , https://doi.org/10.1145/3328778.3366882, Association for Computing Machinery, New York, NY, USA; Ko, A.J., Krishnamurthi, S., Murphy, G.C., Siegmund, J., Human-centric development of software tools (dagstuhl seminar 15222) (2016) Dagstuhl Reports, 5. , Schloss Dagstuhl-Leibniz-Zentrum fuer Informatik; Lee, M.J., Ko, A.J., Personifying programming tool feedback improves novice programmers' learning (2011) Proceedings of the Seventh International Workshop on Computing Education Research (Providence, Rhode Island, USA) (ICER '11), pp. 109-116. , https://doi.org/10.1145/2016911.2016934, ACM, New York, NY, USA; Marceau, G., Fisler, K., Krishnamurthi, S., Mind your language: On novices' interactions with error messages (2011) 10th SIG-PLAN Symposium on New Ideas, New Paradigms, and Refections on Programming and Software-ONWARD '11, pp. 3-17. , https://doi.org/10.1145/2048237.2048241, ACM, Portland, Oregon, USA; McCall, D., (2016) Novice Programmer Errors-Analysis and Diagnostics, , https://kar.kent.ac.uk/id/eprint/61340, Ph.D. Dissertation. The University of Kent; Murray, C., (2019) An Analysis of Programming Processs Data in An Introductory Programming Module: Factors Infuencing Success, , Master's thesis. University College Dublin, Dublin, Ireland; Nielsen, J., Enhancing the explanatory power of usability heuristics (1994) Conference Companion on Human Factors in Computing Systems-CHI ', 94, pp. 152-158. , https://doi.org/10.1145/259963.260333, ACM Press, New York, New York, USA; Pettit, R.S., Homer, J., Gee, R., Do enhanced compiler error messages help students? Results inconclusive (2017) Proceedings of the 48th Acm Technical Symposium on Computer Science Education, pp. 465-470. , https://doi.org/10.1145/3017680.3017768, Seattle, USA; Prather, J., Pettit, R., McMurry, K.H., Peters, A., Homer, J., Simone, N., Cohen, M., On novices' interaction with compiler error messages (2017) Proceedings of the 2017 Acm Conference on International Computing Education Research., pp. 74-82. , https://doi.org/10.1145/3105726.3106169; Price, T.W., Hovemeyer, D., Rivers, K., Gao, G., Bart, A.C., Kazerouni, A.M., Becker, B.A., Babcock, D., Progsnap2: A flexible format for programming process data (2020) Proceedings of the 2020 Acm Conference on Innovation and Technology in Computer Science Education (Trondheim, Norway) (ITiCSE '20), pp. 356-362. , https://doi.org/10.1145/3341525.3387373, Association for Computing Machinery, New York, NY, USA; Pritchard, D., Frequency distribution of error messages (2015) Proceedings of the 6th Workshop on Evaluation and Usability of Programming Languages and Tools., pp. 1-8. , https://doi.org/10.1145/nnnnnnn.nnnnnnn; Rigby, P.C., Thompson, S., Study of novice programmers using eclipse and gild (2005) Proceedings of the 2005 Oopsla Workshop on Eclipse Technology EXchange, pp. 105-109. , https://doi.org/10.1145/1117696.1117718, ACM, San Diego, California; Rosen, S., Spurgeon, R.A., Donnelly, J.K., Pufft-the purdue university fast fortran translator (1965) Commun. 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Acm, 29 (7), pp. 624-632. , https://doi.org/10.1145/6138.6145, July 1986; Stefk, A., Sharif, B., Myers, B.A., Hanenberg, S., Evidence about programmers for programming language design (dagstuhl seminar 18061) (2018) Dagstuhl Reports, 8 (2), pp. 1-25. , https://doi.org/10.4230/DagRep.8.2.1, 2018; Javier Traver, V., On compiler error messages: What they say and what they mean (2010) Advances in Human-Computer Interaction 2010, pp. 1-26. , https://doi.org/10.1155/2010/602570, 2010; Watson, C., Li, F.W.B., Godwin, J.L., No tests required: Comparing traditional and dynamic predictors of programming success (2014) Proceedings of the 45th Acm Technical Symposium on Computer Science Education (Atlanta, Georgia, USA) (SIGCSE '14), pp. 469-474. , https://doi.org/10.1145/2538862.2538930, ACM, New York, NY, USA; Wexelblat, R.L., Maxims for malfeasant designers, or how to design languages to make programming as difcult as possible (1976) Proceedings of the 2nd International Conference on Software Engineering (San Francisco, California, USA) (ICSE '76), pp. 331-336. , http://dl.acm.org/citation.cfm?id=800253.807695, IEEE Computer Society Press, Los Alamitos, CA, USA; Wong, A.W., Salimi, A., Chowdhury, S., Hindle, A., (2019) Syntax and Stack Overfow: A Methodology for Extracting a Corpus of Syntax Errors and Fixes, , http://arxiv.org/abs/1907.07803, jul 2019; Wrenn, J., Krishnamurthi, S., Error messages are classifers: A process to design and evaluate error messages (2017) Proceedings of the 2017 Acm Sigplan International Symposium on New Ideas, New Paradigms, and Refections on Programming and Software, pp. 134-147. , https://doi.org/10.1145/3133850.3133862, ACM New York, NY, USA, Vancouver, BC, Canada},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Raubenheimer2021189,
author={Raubenheimer, G. and Jeffries, B. and Yacef, K.},
title={Toward Empirical Analysis of Pedagogical Feedback in Computer Programming Learning Environments},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={189-195},
doi={10.1145/3441636.3442321},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103259204&doi=10.1145%2f3441636.3442321&partnerID=40&md5=95802177e589f9c3350c07a7ae4b6efc},
affiliation={School of Computer Science, University of Sydney, Australia; Grok Learning, Australia},
abstract={Digital learning environments are emerging as a key part of the future of computer science education. However, there is little empirical understanding of what forms of didactic feedback are pedagogically optimal for short-and long-term learning outcomes in these new contexts. Methods for classification of feedback in this new context are thus needed, to enable empirical analysis of what constitutes effectiveness. Whilst numerous taxonomies of feedback exist, they do not provide suitable classification for assessing impact of feedback approaches on student learning. We provide an empirically and theoretically meaningful framework for analysing feedback in digital learning environments. The classification is based on placement along two axes-whether feedback is problem or solution centric, and whether it provides information pertaining to a specific instance of a student's work or generalised to the underlying theory. We apply this framework to analyse feedback given in an online computer programming course, showing that types of feedback provided effect attainment of short-term goal-oriented student outcomes. This motivates its possible application in understanding more long-term acquisition and retention of knowledge, both in computer science education and beyond. © 2021 ACM.},
keywords={},
keywords={constructivism;  digital learning environments;  feedback analysis;  Feedback taxonomy;  instructivism;  theory of learning; Classification (of information);  Computation theory;  Computer aided instruction;  Computer programming;  Education computing;  Students, Computer programming course;  Computer Science Education;  Digital learning environment;  Empirical analysis;  Feedback approach;  Long-term learning;  Programming learning;  Student learning, E-learning},
references={Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78 (1), pp. 153-189. , https://doi.org/10.3102/0034654307313795; Wong, J., Baars, M., De Koning, B.B., Zee Der, T.Van, Davis, D., Khalil, M., Houben, G.-J., Paas, F., Educational theories and learning analytics: From data to knowledge (2019) Utilizing Learning Analytics to Support Study Success, pp. 3-25. , https://doi.org/10.1007/978-3-319-64792-0-1, Springer, Cham; Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educational Assessment, Evaluation and Accountability (Formerly: Journal of Personnel Evaluation in Education), 21 (1), p. 5. , https://doi.org/10.1007/s11092-008-9068-5; Kluger, A.N., DeNisi, A., The efects of feedback interventions on performance: A historical review, a meta-Analysis, and a preliminary feedback intervention theory (1996) Psychological Bulletin., 119 (2), pp. 254-284. , https://doi.org/10.1037/0033-2909.119.2.254; Straub, R., The concept of control in teacher response: Defning the varieties of directive" and "facilitative" (1996) Commentary. College Composition and Communication, 47 (2), pp. 223-251. , https://doi.org/10.2307/358794; Tsovaltzi, D., Fiedler, A., Horacek, H., A multi-dimensional taxonomy for automating hinting (2004) International Conference on Intelligent Tutoring Systems, pp. 772-781. , https://doi.org/10.1007/978-3-540-30139-4-73, Springer, Berlin, Heidelberg; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112. , https://doi.org/10.3102/003465430298487; McBroom, J., Yacef, K., Koprinska, I., Curran, J., A data-driven method for helping teachers improve feedback in computer programming automated tutors (2018) International Conference on Artifcial Intelligence in Education, pp. 324-337. , https://doi.org/10.1007/978-3-319-93843-1-24, Springer, Cham; Koedinger, K.R., Aleven, V., Exploring the assistance dilemma in experiments with cognitive tutors (2007) Educational Psychology Review, 19 (3), pp. 239-264. , https://doi.org/10.1007/s10648-007-9049-0; Kumar, A., Rule-based adaptive problem generation in programming tutors and its evaluation (2005) Proc. Of Int. Conf. Of Artifcial Intelligence in Education., pp. 36-44; Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educational Assessment, Evaluation and Accountability (Formerly: Journal of Personnel Evaluation in Education), 21 (1), p. 5. , https://doi.org/10.1007/s11092-008-9068-5; Richardson, V., Constructivist pedagogy (2003) Teachers College Record, 105 (9), pp. 1623-1640. , https://doi.org/10.1046/j.1467-9620.2003.00303.x; Bonawitz, E., Shafto, P., Gweon, H., Goodman, N.D., Spelke, E., Schulz, L., The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery (2011) Cognition, 120 (3), pp. 322-330. , https://doi.org/10.1016/j.cognition.2010.10.001; Klahr, D., Nigam, M., The equivalence of learning paths in early science instruction: Efect of direct instruction and discovery learning (2004) Psychological Science, 15 (10), pp. 661-667. , https://doi.org/10.1111/j.0956-7976.2004.00737.x; Elliott, S., Kratochwill, T., Cook, J., Travers, J., (2005) Educational Psychology: Efective Teaching, Efective Learning (3rd Ed), , McGraw Hill, Boston, USA; Kapur, M., Examining productive failure, productive success, unproductive failure, and unproductive success in learning (2016) Educational Psychologist, 51 (2), pp. 289-299. , https://doi.org/10.1080/00461520.2016.1155457},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mills202148,
author={Mills, N. and Wang, A. and Giacaman, N.},
title={Visual Analogy for Understanding Polymorphism Types},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={48-57},
doi={10.1145/3441636.3442304},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103244176&doi=10.1145%2f3441636.3442304&partnerID=40&md5=a055ab8fb570fee9a88ee124578abfa8},
affiliation={The University of Auckland, New Zealand},
abstract={Many visualisation tools have been designed to help students with learning programming concepts, often showing positive impact on student performance. Analogies have also often been used to assist in teaching students various programming concepts, and have similarly shown to boost student confidence of the concepts. Less work has been done to specifically target polymorphism, and the misconceptions students face with it. This study presents the design of a new visualisation tool along with its supporting analogy. It aims to assist in teaching the concept of polymorphism to students, along with correcting the misconceptions students have when dealing with this concept. Experiences using the tool for a CS2 OOP course are presented, including engagement logs and student feedback. The paper concludes with findings of this experience, discussing directions for future work in this area. © 2021 ACM.},
keywords={Analogies;  inheritance;  instances;  object-oriented programming;  polymorphism;  variable type;  visualisation.},
keywords={Education computing;  Polymorphism;  User experience;  Visualization, Learning programming;  Programming concepts;  Student feedback;  Student performance;  Visual analogies, Students},
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Publisher: Wiley Online Library; Sajaniemi, J., Byckling, P., Gerdt, P., Animation metaphors for object-oriented concepts (2007) Electronic Notes in Theoretical Computer Science, 178, pp. 15-22. , 2007, Publisher: Elsevier; Santos, A., (2011) AGUIA/J: A Tool for Interactive Experimentation of Objects., pp. 43-47. , https://doi.org/10.1145/1999747.1999762; Simons, P.R., Instructing with analogies (1984) Journal of Educational Psychology, 76 (3), p. 513. , 1984, Publisher: American Psychological Association; Tanielu, T., Akau'Ola, R., Varoy, E., Giacaman, N., Combining analogies and virtual reality for active and visual object-oriented programming (2019) Proceedings of the Acm Conference on Global Computing Education., pp. 92-98; Yadin, A., Reducing the dropout rate in an introductory programming course (2011) Acm Inroads, 2 (4), pp. 71-76. , 2011, Publisher: ACM New York, NY, USA; Yang, J., Lee, Y., Chang, K.H., Evaluations of jaguarcode: A web-based object-oriented programming environment with static and dynamic visualization (2018) Journal of Systems and Software, 145, pp. 147-163. , 2018; Yang, J.-S., (2016) JavelinaCode: A Web-Based Object-Oriented Programming Environment with Static and Dynamic Visualization, , 2016; Yeomans, L., Zschaler, S., Coate, K., Transformative and troublesome? Students' and professional programmers' perspectives on difcult concepts in programming (2019) Acm Transactions on Computing Education (TOCE), 19 (3), pp. 1-27. , 2019. Publisher: ACM New York, NY, USA},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Gaweda2020105,
author={Gaweda, A.M. and Lynch, C.F. and Seamon, N. and de Oliveira, G.S. and Deliwa, A.},
title={Typing exercises as interactive worked examples for deliberate practice in CS courses},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={105-113},
doi={10.1145/3373165.3373177},
note={cited By 3; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079329381&doi=10.1145%2f3373165.3373177&partnerID=40&md5=83342dcbdeb4335727b9393876d65629},
affiliation={North Carolina State University, Raleigh, NC, United States},
abstract={Solving complex Computer Science problems require students to utilize both higher level skills like problem translation, decomposition, and implementation, and lower level skills such as implementing solution patterns and debugging. However, novices often struggle with with these lower level skills, preventing them from moving forward. As a consequence, they risk developing a shallow understanding of code concepts and fail to practice crucial higher-level skills. We assert that if students were given the ability to practice these lower level skills outside of traditional programming exercises, they would be more apt to recognize and resolve them. For this we present our analysis of TYPOS, a platform for low-level skill practice using interactive worked examples as typing exercises. In this work we analyzed self-selected students based on their platform usage and the differences in course performance and behavior between groups. We found that students in a college level CS course that regularly completed typing exercises earned higher course grades and higher learning gains than those who worked irregularly or not at all. Students who actively used the system and completed typing exercises made fewer compilation errors on graded projects. Students did not, however, use the tool while working on their projects but engaged in deliberate practice sessions prior to lecture. We argue this model provides students with the benefits (although with marginal significance) that accrue from worked examples as well as deliberate practice on a key area of struggle for novice students. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-7686-0/20/02. . . $15.00},
keywords={Activity sequences;  Deliberate practice;  Novel exercises;  Spaced practice;  Typing exercises},
keywords={Computer debugging;  Curricula;  Education computing, Activity sequence;  Deliberate practices;  Novel exercises;  Spaced practice;  Typing exercises, Students},
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An experimental study on learning to solve equations (2007) Journal of Educational Psychology, 99 (3), p. 561; Rivers, K., Harpstead, E., Koedinger, K.R., Learning curve analysis for programming: Which concepts do students struggle with? 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sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McBroom2020185,
author={McBroom, J. and Koprinska, I. and Yacef, K.},
title={Understanding gender differences to improve equity in computer programming education},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={185-194},
doi={10.1145/3373165.3373186},
note={cited By 1; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079327321&doi=10.1145%2f3373165.3373186&partnerID=40&md5=9979c7ad21c42ffde9ff69673bfee213},
affiliation={School of Computer Science, University of Sydney, Australia},
abstract={The increasing wealth of data available from large online programming courses offers exciting opportunities to improve equity in computer science education. In particular, it can provide insight into potential causes of differences between groups, informing future investigations, course development and educational policies. In this paper, we analyse differences between male and female high school and primary school students across five programming courses of different difficult levels (n=14,570), including block-based and traditional text-based courses. We examine differences in course enrolment, completion rates and student behaviour while solving the exercises, and consider the impact of grade level, enrolment and course type. We find that, while females are under-represented in the courses, performance differences only occur in specific circumstances, and in both directions. This suggests that the differences between male and female students are not fundamental, and that there is potential to address them by better understanding these circumstances. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Automated programming tutor;  Computer science education;  Gender equity;  Introductory programming;  Student behaviour;  Women in computing},
keywords={Behavioral research;  Computer programming;  Curricula;  Education computing, Automated programming;  Computer Science Education;  Gender equity;  Introductory programming;  Student behaviours;  Women in computing, Students},
references={Ashenafi, M.M., Riccardi, G., Ronchetti, M., Predicting students' final exam scores from their course activities (2015) 2015 IEEE Frontiers in Education Conference (FIE), pp. 1-9. , https://doi.org/10.1109/FIE.2015.7344081; Beyer, S., Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014) Computer Science Education, 24 (2-3), pp. 153-192. , http://www.tandfonline.com/doi/abs/10.1080/08993408.2014.963363, July 2014; Falkner, K., Szabo, C., Michell, D., Szorenyi, A., Thyer, S., Gender gap in academia: Perceptions of female computer science academics (2015) Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, pp. 111-116. , https://doi.org/10.1145/2729094.2742595; Kay, J., Edwards, J., A sorry tale: A study of women's participation in IT higher education in Australia (2001) Journal of Research and Practice in Information Technology, 33 (4), pp. 329-335. , 2001; Klawe, M., Whitney, T., Simard, C., Women in computing-Take 2 (2009) Commun. ACM, 52 (2), pp. 68-76. , https://doi.org/10.1145/1461928.1461947, Feb. 2009; (2019) Grok Learning, , https://groklearning.com; Lishinski, A., Yadav, A., Good, J., Enbody, R., Learning to program: Gender differences and interactive effects of students' motivation, goals, and self-efficacy on performance (2016) Proceedings of the 2016 ACM Conference on International Computing Education Research, pp. 211-220. , https://doi.org/10.1145/2960310.2960329; McBroom, J., Jeffries, B., Koprinska, I., Yacef, K., Exploring and following students' strategies when completing their weekly tasks (2016) Proceedings of the 9th International Conference on Educational Data Mining., pp. 609-610. , http://www.educationaldatamining.org/EDM2016/proceedings/paper_195.pdf, International Educational Data Mining Society; McBroom, J., Jeffries, B., Koprinska, I., Yacef, K., Mining behaviours of students in autograding submission system logs (2016) Proceedings of the 9th International Conference on Educational Data Mining., , http://www.educationaldatamining.org/EDM2016/proceedings/paper_172.pdf, International Educational Data Mining Society; McBroom, J., Yacef, K., Koprinska, I., Curran, J.R., A data-driven method for helping teachers improve feedback in computer programming automated tutors (2018) The 19th International Conference on Artificial Intelligence in Education, pp. 324-337. , https://doi.org/10.1007/978-3-319-93843-1_24, Springer, Springer International Publishing, Cham; Moorman, P., Johnson, E., Still a stranger here: Attitudes among secondary school students towards computer science (2003) ACM SIGCSE Bulletin - Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education, 35, pp. 193-197. , https://doi.org/10.1145/961290.961564; Pappas, I.O., Aalberg, T., Giannakos, M.N., Jaccheri, L., Mikalef, P., Sindre, G., Gender differences in computer science education: Lessons learnt from an empirical study at NTNU (2016) Proceedings of the 2016 Norsk Informatikkonferanse; Trauth, E.M., Nielsen, S.H., von Hellens, L.A., Explaining the IT gender gap: Australian stories for the new millennium (2003) Journal of Research and Practice in Information Technology, 35 (1), p. 7. , 2003; Wilson, B.C., A study of factors promoting success in computer science including gender differences (2002) Computer Science Education, 12 (1-2), pp. 141-164. , https://doi.org/10.1076/csed.12.1.141.8211, 2002},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon2020203,
author={Simon},
title={Twenty-two years of Ace},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={203-210},
doi={10.1145/3373165.3373188},
note={cited By 2; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079324365&doi=10.1145%2f3373165.3373188&partnerID=40&md5=ed406ea4b2bb440447078651d5d21610},
affiliation={University of Newcastle, Australia},
abstract={This paper presents a bibliometric analysis of the first 22 years of the Australasian Computing Education Conference. A similar analysis was carried out after the first ten years; the purpose of this second instance is to explore what has happened since then. The report finds that ACE continues to be dominated by papers set in the context of programming courses and by papers that discuss various approaches to teaching and learning. The previous analysis identified an increase in papers that could be unequivocally described as research, as opposed to the experience reports that dominated the conference's first few years. This analysis finds that the increase has stopped and the balance now appears reasonably stable, with research papers somewhat dominant over other papers. An analysis of the authorship of ACE papers finds, among other things, that ACE shows a reasonable fit with Lotka's law of author productivity, but with a relatively high power constant, suggesting that the community might benefit from more authors contributing to higher numbers of papers. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Bibliometrics;  Classifying publications;  Computing education},
keywords={Teaching, Bibliometric analysis;  Bibliometrics;  Classifying publications;  Computing education;  Experience report;  Programming course;  Similar analysis;  Teaching and learning, Education computing},
references={Kasto, N., Whalley, J., Philpott, A., Whalley, D., Solution spaces (2014) 16th Australasian Computing Education Conference (ACE 2014), pp. 133-137. , http://dl.acm.org/citation.cfm?id=2667490.2667506; Larsen, P.O., The state of the art in publication counting (2008) Scientometrics, 77 (2), pp. 235-251. , 2008; Lister, R., One small step toward a culture of peer review and multi-institutional sharing of educational resources: A multiple choice exam for first semester programming students (2005) Seventh Australasian Computing Education Conference (ACE 2005), pp. 155-164. , http://dl.acm.org/citation.cfm?id=1082424.1082444; Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Bower, M., Venables, A., Differing ways that computing academics understand teaching (2007) Ninth Australasian Conference on Computing Education (ACE 2007), pp. 97-106. , http://dl.acm.org/citation.cfm?id=1273672.1273684; Millar, J.W.L., Mohammadian, M., Why ADA? (1996) First Australasian Conference on Computer Science Education (ACSE 1996), pp. 183-188. , https://doi.org/10.1145/369585.369615; Nicholls, P.T., Bibliometric modeling processes and the empirical validity of Lotka's law (1989) Journal of the American Society for Information Science, 40 (6), pp. 379-385. , 1989; Simon, A classification of recent Australasian computing education publications (2007) Computer Science Education, 17 (3), pp. 155-169. , https://doi.org/10.1080/08993400701538021, 2007; Simon, Ten years of the Australasian computing education conference (2009) 11th Australasian Conference on Computing Education (ACE 2009), pp. 157-164. , http://dl.acm.org/citation.cfm?id=1862712.1862735; Simon, (2015) Emergence of Computing Education as a Research Discipline, , Ph.D. Dissertation. Aalto University; Simon, The Koli Calling community (2016) 16th Koli Calling International Conference on Computing Education Research, pp. 101-109. , https://doi.org/10.1145/2999541.2999562, Koli Calling 2016; Simon, A picture of the growing ICER community (2016) 2016 ACM Conference on International Computing Education Research (ICER 2016), pp. 153-159. , https://doi.org/10.1145/2960310.2960323; Simon, A.C., de Raadt, M., Lister, R., Hamilton, M., Sheard, J., Classifying computing education papers: Process and results (2008) Fourth International Workshop on Computing Education Research (ICER 2008), pp. 161-172. , https://doi.org/10.1145/1404520.1404536; Simon, J.S., Carbone, A., de Raadt, M., Hamilton, M., Lister, R., Thompson, E., Eight years of computing education papers at NACCQ (2008) National Advisory Committee on Computing Qualifications, pp. 101-107. , https://www.citrenz.ac.nz/conferences/2008/101.pdf, 2008},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Li201979,
author={Li, C. and Chan, E. and Denny, P. and Luxton-Reilly, A. and Tempero, E.},
title={Towards a Framework for Teaching Debugging},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={79-86},
doi={10.1145/3286960.3286970},
note={cited By 7; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061258361&doi=10.1145%2f3286960.3286970&partnerID=40&md5=471266d7522066e23c11e258fa175dcb},
affiliation={University of Auckland, Auckland, New Zealand},
abstract={Debugging is an important component of software development, yet most novice programmers are not explicitly taught to apply systematic strategies or processes for debugging. In this paper we adapt a framework developed for teaching troubleshooting to the debugging domain, and explore how the literature on teaching debugging maps to this framework. We identify debugging processes that are fundamental for novices to learn, aspects of debugging that novices typically struggle to develop, and shortcomings of tools designed to support teaching of debugging. © 2019 Association for Computing Machinery.},
keywords={debugging;  introductory programming;  novice;  troubleshooting},
keywords={Computer debugging;  Diagnosis;  Education computing;  Software design, Debugging process;  Introductory programming;  novice;  Novice programmer, Program debugging},
references={Ahmadzadeh, M., Elliman, D., Higgins, C., An analysis of patterns of debugging among novice computer science students (2005) ACM SIGCSE Bulletin, 37 (3), pp. 84-88. , 2005; Emily Carter, E., (2014) An Intelligent Debugging Tutor for Novice Computer Science Students, , Ph.D. Dissertation. Lehigh University; Sharon Carver, M., Clarke Risinger, S., Improving children's debugging skills (1987) Proceedings of the Second Workshop on Empirical Studies of Programmers, pp. 147-171. , Ablex Publishing Corp., Norwood, NJ, USA; Ducassé, M., Emde, A.-M., A review of automated debugging systems: Knowledge, strategies and techniques (1988) Proceedings of the 10th International Conference on Software Engineering (ICSE '88), pp. 162-171. , http://dl.acm.org/citation.cfm?id=55823.55841, IEEE Computer Society Press, Los Alamitos, CA, USA; Fitzgerald, S., Lewandowski, G., McCauley, R., Murphy, L., Simon, B., Thomas, L., Zander, C., Debugging: Finding, fixing and flailing, a multi-institutional study of novice debuggers (2008) Computer Science Education, 18 (2), pp. 93-116. , 2008; Fitzgerald, S., McCauley, R., Hanks, B., Murphy, L., Simon, B., Zander, C., Debugging from the student perspective (2010) IEEE Transactions on Education, 53 (3), pp. 390-396. , 2010; John, D., Gould, Some psychological evidence on how people debug computer programs (1975) International Journal of Man-Machine Studies, 7 (2), pp. 151-182. , 1975; Gould, J.D., Drongowski, P., An exploratory study of computer program debugging (1974) Human Factors, 16 (3), pp. 258-277. , 1974; Ann Gouws, L., Bradshaw, K., Wentworth, P., Computational thinking in educational activities: An evaluation of the educational game Light-Bot (2013) Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, pp. 10-15. , ACM, New York, NY, USA; Gugerty, L., Olson, G., Debugging by skilled and novice programmers (1986) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '86), pp. 171-174. , ACM, New York, NY, USA; Johnson, W.B., Entwistle, W.C., Gaddis, K.S., (1982) Development and Demonstration of a Laboratory Tool for Research in the Design of Games for Training of Troubleshooting Skills, , Technical Report. Illinois University at Urbana-Champaign Savoy Aviation Research Lab; Jonassen, D.H., Hung, W., Learning to troubleshoot: A new theorybased design architecture (2006) Educational Psychology Review, 18 (1), pp. 77-114. , 2006; Katz, I.R., Anderson, J.R., Debugging: An analysis of bug-location strategies (1987) Human-Computer Interaction, 3 (4), pp. 351-399. , 1987; Kazimoglu, C., (2013) Empirical Evidence That Proves a Serious Game Is An Educationally Effective Tool for Learning Computer Programming Constructs at the Computational Thinking Level, , Ph.D. Dissertation. University of Greenwich; Klahr, D., McCoy Carver, S., Cognitive objectives in a LOGO debugging curriculum: Instruction, learning, and transfer (1988) Cognitive Psychology, 20 (3), pp. 362-404. , 1988; Amruth, N., Kumar, Model-based reasoning for domain modeling in a webbased intelligent tutoring system to help students learn to debug C++ programs (2002) Intelligent Tutoring Systems, pp. 792-801. , Stefano A. Cerri, Guy Gouardères, and Fàbio Paraguaçu (Eds.). Springer Berlin Heidelberg, Berlin, Heidelberg; Laakso, M., Malmi, L., Korhonen, A., Rajala, T., Kaila, E., Salakoski, T., Using roles of variables to enhance novice's debugging work (2008) Issues in Informing Science and Information Technology, 5, pp. 281-295. , 2008; Lee, G.C., Wu, J.C., Debug it: A debugging practicing system (1999) Computers & Education, 32 (2), pp. 165-179. , 1999; Jong Lee, M., (2015) Teaching and Engaging with Debugging Puzzles, , Ph.D. Dissertation. University of Washington; Lee, M.J., Bahmani, F., Kwan, I., LaFerte, J., Charters, P., Horvath, A., Luor, F., Ko, A.J., Principles of a debugging-first puzzle game for computing education (2014) IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), pp. 57-64. , IEEE; Lin, Y., Wu, C., Hou, T., Lin, Y., Yang, F., Chang, C., Tracking students' cognitive processes during program debugging-An eye-movement approach (2016) IEEE Transactions on Education, 59 (3), pp. 175-186. , 2016; Liu, Z., Zhi, R., Hicks, A., Barnes, T., Understanding problem solving behavior of 6-8 graders in a debugging game (2017) Computer Science Education, 27 (1), pp. 1-29. , 2017; Luxton-Reilly, A., McMillan, E., Stevenson, E., Tempero, E., Denny, P., Ladebug: An online tool to help novice programmers improve their debugging skills (2018) Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018), pp. 159-164. , ACM, New York, NY, USA; Luxton-Reilly, A., Simon, Albluwi, I., Becker, B.A., Giannakos, M., Kumar, A.N., Ott, L., Szabo, C., A review of introductory programming research 2003-2017 (2018) Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018), pp. 342-343. , ACM, New York, NY, USA; McCauley, R., Fitzgerald, S., Lewandowski, G., Murphy, L., Simon, B., Thomas, L., Zander, C., Debugging: A review of the literature from an educational perspective (2008) Computer Science Education, 18 (2), pp. 67-92. , 2008; Michael, A., Miljanovic, (2015) RoboBUG: A Game-based Approach to Learning Debugging Techniques, , Master's thesis. University of Ontario Institute of Technology; Murphy, L., Lewandowski, G., McCauley, R., Simon, B., Thomas, L., Zander, C., Debugging: The good, the bad, and the quirky - A qualitative analysis of novices' strategies (2008) ACM SIGCSE Bulletin, 40 (1), pp. 163-167. , 2008; Simon, B., Bouvier, D., Chen, T., Lewandowski, G., McCartney, R., Sanders, K., Common sense computing (episode 4): Debugging (2008) Computer Science Education, 18 (2), pp. 117-133. , 2008; Teague, R.C., Allen, J.A., The reduction of uncertainty and troubleshooting performance (1997) Human Factors, 39 (2), pp. 254-267. , 1997; Tubaishat, A., A knowledge base for program debugging (2001) ACS/IEEE International Conference on Computer Systems and Applications, pp. 321-327. , IEEE; Vessey, I., Expertise in debugging computer programs: A process analysis (1985) International Journal of Man-Machine Studies, 23 (5), pp. 459-494. , 1985; Xie, M., Yang, B., A study of the effect of imperfect debugging on software development cost (2003) IEEE Transactions on Software Engineering, 29 (5), pp. 471-473. , May 2003; Yoon, B., Garcia, O.N., Cognitive activities and support in debugging (1998) Proceedings of the Fourth Annual Symposium on Human Interaction with Complex Systems, pp. 160-169. , IEEE; Zeller, A., (2009) Why Programs Fail: A Guide to Systematic Debugging (2nd Ed.), , Morgan Kaufmann, San Francisco, California : Oxford},
correspondence_address1={Li, C.; University of AucklandNew Zealand; email: cli727@aucklanduni.ac.nz},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon201956,
author={Simon and Myers, T. and Hardy, D. and Mason, R.},
title={Variations on a Theme: Academic Integrity and Program Code},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={56-63},
doi={10.1145/3286960.3286967},
note={cited By 3; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061245183&doi=10.1145%2f3286960.3286967&partnerID=40&md5=c5364d2fe345b66e6e6d21da63a75cc7},
affiliation={University of Newcastle, Australia; James Cook University, Australia; Southern Cross University, Australia},
abstract={A recent ITiCSE working group argued the need to explicitly inform students of the academic integrity requirements that apply when they are writing computer programs. The working group proposed a wheel-like diagram that might be used for this purpose and provided some examples to illustrate its use. Three universities in Australia have adopted the principle of informing their students about academic integrity in programming assessments, but have each taken a different approach to doing so. This paper reports on the three different approaches and explains why each was chosen. © 2019 Association for Computing Machinery.},
keywords={academic integrity;  collusion;  Computing education;  plagiarism;  programming education},
keywords={Students, Academic integrity;  collusion;  Computing education;  plagiarism;  Programming education, Education computing},
references={Hamilton, M., Tahaghoghi, S., Walker, C., Educating students about plagiarism avoidance - A computer science perspective (2004) International Conference on Computers in Education 2004: A Conference of the Asia-Pacific Society for Computers in Education (APSCE), pp. 1275-1284; McCabe, D.L., Klebe Treviño, L., Butterfield, K.D., Cheating in academic institutions: A decade of research (2001) Ethics & Behavior, 11 (3), pp. 219-232. , 2001; Sendag, S., Duran, M., Robert Fraser, M., Surveying the extent of involvement in online academic dishonesty (e-dishonesty) related practices among university students and the rationale students provide: One university's experience (2012) Computers in Human Behavior, 28 (3), pp. 849-860. , 2012; Simon, Cook, B., Sheard, J., Carbone, A., Johnson, C., Lawrence, C., Minichiello, M., How well do academic integrity policies and procedures apply to non-text assessments? (2014) Proceedings of the Sixth International Integrity and Plagiarism Conference (6IIPC), pp. 1-16; Simon, Cook, B., Sheard, J., Carbone, A., Johnson, C.W., Student perceptions of the acceptability of various code-writing practices (2014) 19th Conference on Innovation and Technology in Computer Science Education (ITiCSE '14), pp. 105-110. , ACM; Simon, Sheard, J., Morgan, M., Petersen, A., Settle, A., Sinclair, J., Informing students about academic integrity in programming (2018) 20th Australasian Computing Education Conference (ACE '18), pp. 113-122. , ACM; Simon, Sheard, J., Morgan, M., AndrewPetersen, Settle, A., Sinclair, J., Cross, G., Riedesel, C., Negotiating the maze of academic integrity in computing education (2016) 2016 ITiCSE Working Group Reports (ITiCSEWGR '16), pp. 57-80},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{DeRuvo201873,
author={De Ruvo, G. and Tempero, E. and Rowe, G.B. and Giacaman, N.},
title={Understanding Semantic Style by Analysing Student Code},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={73-82},
doi={10.1145/3160489.3160500},
note={cited By 7; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042131671&doi=10.1145%2f3160489.3160500&partnerID=40&md5=337fe82336769bb4d68240aec5ea4410},
affiliation={Dep. of Electrical and Computer Engineering, University of Auckland, Auckland, New Zealand; Andrew Luxton-Reilly Dep. of Computer Science, University of Auckland, Auckland, New Zealand; Dep. of Electrical and Computer Engineering, University of Auckland, Auckland, New Zealand},
abstract={Good coding style is recognised by the software engineering profession as being important, and this is reflected in the standard computing curricula. Feedback on some aspects of coding style is now commonly provided by IDEs and by tools such as Checkstyle, but this feedback focuses on coding standards that are largely based on syntax. However, some aspects of coding style relate to the semantics of code — of the many ways to achieve some functionality, some are preferred because they are simpler, yet students struggle to create them. In this paper, we introduce the concept of semantic style, and in particular semantic style indicators that may be manifestations of poor knowledge of some programming concepts. We describe 16 semantic style indicators and demonstrate their prevalence in almost 19,000 code samples submitted by over 900 novice students. Half the students submitted code exhibiting two or more of these indicators, demonstrating the potential value to learn by providing feedback on semantic style. We also find many indicators are present in the code of students attending their fourth year of a highly competitive Software Engineering programme, demonstrating the need for more attention to teaching of semantic style issues.},
keywords={Automated feedback;  Coding standards;  Formative feedback;  Novice programmers;  Semantic style;  Software quality},
keywords={Codes (symbols);  Computer software selection and evaluation;  Education;  Education computing;  Professional aspects;  Semantics;  Software engineering, Automated feedback;  Coding standards;  Formative feedbacks;  Novice programmer;  Software Quality, Students},
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Online; accessed September 2017; Edwards, S., Kandru, N., Rajagopal, M., Investigating static analysis errors in student Java programs (2017) Proceedings of The 13th ACM Conference on International Computing Education Research (ICER), pp. 65-73. , In ACM; Fowler, M., (2017) Code Smell, , http://martinfowler.com/bliki/CodeSmell.html, 2017). Online; accessed September 2017; Fowler, M., Beck, K., (1999) 1999. Refactoring: Improving The Design of Existing Code, , Addison-Wesley Professional; Hall, T., Zhang, M., Bowes, D., Sun, Y., Some code smells have a significant but small effect on faults (2014) ACM Trans. Softw. Eng. Methodol., 23 (4), pp. 33:1–33:39. , Sept. 2014; Higgins, C., Symeonidis, P., Tsintsifas, A., The marking system for CourseMaster (2002) ACM SIGCSE Bulletin, 34 (3), pp. 46-50. , 2002; Jaafar, F., Guéhéneuc, Y.-G., Hamel, S., Khomh, F., Zulkernine, M., Evaluating the impact of design pattern and anti-pattern dependencies on changes and faults (2016) Empirical Software Engineering, 21 (3), pp. 896-931. , 2016; Jackson, D., Usher, M., Grading student programs using ASSYST (1997) ACM SIGCSE Bulletin, 29, pp. 335-339. , In ACM; Jeanmart, S., Gueheneuc, Y.-G., Sahraoui, H., Habra, N., Impact of the visitor pattern on program comprehension and maintenance (2009) Proceedings of The 2009 3rd International Symposium on Empirical Software Engineering and Measurement. IEEE Computer Society, pp. 69-78. , In; Keuning, H., Heeren, B., Jeuring, J., Code quality issues in student programs (2017) Proceedings of The 2017 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 110-115. , In ACM; Keuning, H., Jeuring, J., Heeren, B., Towards a systematic review of automated feedback generation for programming Exercises (2016) Proceedings of The 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 41-46. , In ACM; Koulouri, T., Lauria, S., Macredie, R., Teaching introductory programming: A quantitative evaluation of different approaches (2015) ACM Transactions on Computing Education (TOCE), 14 (4), p. 26. , 2015; Li, X., Prasad, C., Effectively teaching coding standards in programming (2005) Proceedings of The 6th Conference on Information Technology Education, pp. 239-244. , In ACM; McIntosh, S., Kamei, Y., Adams, B., Hassan, A., The impact of code review coverage and code review participation on software quality: A case study of the Qt, VTK, and ITK projects (2014) Proceedings of The 11th Working Conference on Mining Software Repositories, pp. 192-201. , In ACM; Moha, N., Gueheneuc, Y.-G., Duchien, L., Le Meur, A.F., DECOR: A method for the specification and detection of code and design smells (2010) IEEE Transactions on Software Engineering, 36 (1), pp. 20-36. , Jan. 2010; Murphy-Hill, E., Black, A.P., Seven habits of a highly effective smell detector (2008) Proceedings of The 2008 International Workshop on Recommendation Systems for Software Engineering, pp. 36-40. , In; Nicol, D., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218. , 2006; Ott, C., Robins, A., Shephard, K., Translating principles of effective feedback for students into the CS1 Context (2016) ACM Transactions on Computing Education (TOCE), 16 (1), p. 1. , 2016; Palomba, F., De Lucia, A., Bavota, G., Oliveto, R., Anti-pattern detection: Methods, challenges, and open issues (2015) Advances in Computers, 95 (2015), pp. 201-238; Rivers, K., Harpstead, E., Koedinger, K., Learning curve analysis for programming: Which concepts do students struggle with? (2016) Proceedings of The 12th ACM Conference on International Computing Education Research (ICER), pp. 143-151. , In ACM; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172. , 2003; Schorsch, T., CAP: An automated self-assessment tool to check pascal programs for syntax, logic and style errors (1995) Proceedings of The 26th SIGCSE Technical Symposium on Computer Science Education (SIGCSE), pp. 168-172. , ACM, New York, NY, USA; Sjøberg, D., Yamashita, A., Dahlum Anda, B.C., Mockus, A., Dybå, T., Quantifying the effect of code smells on maintenance effort (2013) IEEE Transactions on Software Engineering, 39 (8), pp. 1144-1156. , https://doi.org/10.1109/TSE.2012.89, Aug. 2013; Sutter, H., Alexandrescu, A., (2004) C++ Coding Standards: 101 Rules, Guidelines, and Best Practices, , Pearson Education; Tsantalis, N., Chaikalis, T., Chatzigeorgiou, A., JDeodorant: Identification and removal of Type-Checking bad smells (2008) 12th European Conference on Software Maintenance and Reengineering (CSMR), pp. 329-331. , In; Tufano, M., Palomba, F., Bavota, G., Oliveto, R., Penta, M.D., De Lucia, A., Poshyvanyk, D., When and why your Code starts to smell bad (2015) IEEE/ACM 37th IEEE International Conference on Software Engineering (ICSE), pp. 403-414. , In the; Wiggins, G., Seven keys to effective feedback (2012) Feedback for Learning, 70 (1), pp. 10-16. , 2012; (2017) Kalah Game, , http://mancala.wikia.com/wiki/Kalah, 2017). Online; accessed September 2017; Williams, L., Kessler, R., Cunningham, W., Jeffries, R., Strengthening the case for pair programming (2000) IEEE Software, 17 (4), p. 19. , 2000; Yamashita, A., Moonen, L., Do code smells reflect important maintainability aspects? (2012) The 28th IEEE International Conference on Software Maintenance (ICSM), pp. 306-315. , https://doi.org/10.1109/ICSM.2012.6405287, In},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Izu201825,
author={Izu, C. and Alexander, B.},
title={Using Unstructured Practice plus Reflection to Develop Programming/Problem-Solving Fluency},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={25-34},
doi={10.1145/3160489.3160496},
note={cited By 1; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042082498&doi=10.1145%2f3160489.3160496&partnerID=40&md5=11c3474fac009b41acdec376405a2b5e},
affiliation={University of Adelaide, Adelaide, Australia; University of Adelaide, Adelaide, Australia},
abstract={This paper describes a problem-solving course for second-year undergraduate students, designed to foster programming fluency, and explores the factors associated with the acquisition of that fluency. The course introduces algorithmic techniques such as brute force, recursion, dynamic programming and graph algorithms. The course structure revolves around repeated practice: students are required to apply programming skills using many small but challenging coding problems, combined with reflection reports and journal writing to document their thoughts and guide their design. Progress is assessed by three practical examinations where students solve a graduated series of small open-ended programming challenges under time constraints. Challenges of this type are often used in technical interviews in industry and can be viewed as one indicator of programming fluency and problem-solving ability. However, while there is a progression in the complexity of problems that students are able to attempt during the course, it is not clear which factors are the strongest contributors to students’ performance at practical exams. This work uses a large ensemble of symbolic regression models to identify factors that related strongly to problem-solving performance. Through this stochastic analysis we are able to identify which factors are most consistently predictive of exam performance. To help validate these findings we conduct a broad analysis of coded reflections. It is hoped these findings will help identify pre-cursor skills and behaviours that can be the target of future interventions.},
keywords={Practice;  Problem solving;  Programming;  Stochastic analysis},
keywords={Curricula;  Dynamic programming;  Education;  Education computing;  Mathematical programming;  Regression analysis;  Stochastic systems;  Students, Algorithmic techniques;  Practice;  Problem-solving abilities;  Problem-solving performance;  Programming skills;  Stochastic analysis;  Symbolic regression;  Undergraduate students, Problem solving},
references={Alexander, B., Izu, C., Engaging weak programmers in problem solving (2010) IEEE EDUCON 2010 Conference, pp. 997-1005. , In April; Astrachan, O.L., Non-competitive programming contest problems as the basis for just-in-time teaching (2004) Frontiers in Education, 2004. FIE 2004. 34th Annual, pp. T3H–20. , IEEE; Burton, B., Breaking the routine: Events to complement informatics olympiad training (2008) Olympiads in Informatics, 2, pp. 5-15; Castro, F.E.V., Fisler, K., On the Interplay between Bottom-Up and Datatype-Driven Program Design (2016) Proc. 47th ACM Tech. Symp. Comput. Sci. Educ. - SIGCSE’16, pp. 205-210. , In New York, New York, USA, ACM Press; Coffey, J.W., A study of the use of a reflective activity to improve students’ software design capabilities (2017) Proceedings of The 2017 ACM SIGCSE Technical Symposium on Computer Science Education, SIGCSE’17, pp. 129-134. , New York, NY, USA, ACM; Ericsson, K.A., Krampe, R.T., Tesch-Römer, C., The role of deliberate practice in the acquisition of expert performance (1993) Psychological Review, 100 (3), p. 363; Falkner, K., Szabo, C., Vivian, R., Falkner, N., Evolution of software development strategies (2015) 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering, 2, pp. 243-252. , In IEEE; Ginat, D., Learning from wrong and creative algorithm design (2008) Proceedings of The 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE ’08, pp. 26-30. , New York, NY, USA, ACM; Heath, H., Cowley, S., Developing a grounded theory approach: A comparison of glaser and strauss (2004) International Journal of Nursing Studies, 41 (2), pp. 141-150; Hu, C., The nature of software design and its teaching (2011) ACM Inroads, 4 (2), p. 62; Kotanchek, M., Smits, G., Vladislavleva, E., Trustable symbolic regression models: Using ensembles, interval arithmetic and pareto fronts to develop robust and trust-aware models (2008) Genetic Programming Theory and Practice V, pp. 201-220; Kotanchek, M.E., Vladislavleva, E.Y., Smits, G.F., Symbolic regression via genetic programming as a discovery engine: Insights on outliers and prototypes (2010) Genetic Programming Theory and Practice, 7, pp. 55-72; Linder, S.P., Abbott, D., Fromberger, M.J., An instructional scaffolding approach to teaching software design (2006) J. Comput. Small Coll., 21 (6), pp. 238-250; Loksa, D., Ko, A.J., Jernigan, W., Oleson, A., Mendez, C.J., Burnett, M.M., Programming, problem solving, and self-awareness: Effects of explicit guidance (2016) Proceedings of The 2016 CHI Conference on Human Factors in Computing Systems, pp. 1449-1461. , In ACM; Mayer, R.E., Cognitive, metacognitive, and motivational aspects of problem solving (1998) Instructional Science, 26 (1-2), pp. 49-63; McKay, B., Willis, M.J., Barton, G.W., Using a tree structured genetic algorithm to perform symbolic regression (1995) Genetic Algorithms in Engineering Systems: Innovations and Applications, 1995. GALESIA. First International Conference on (Conf. Publ. No. 414, pp. 487-492. , In ), IET; Parham, J., Gugerty, L., Stevenson, D., Empirical evidence for the existence and uses of metacognition in computer science problem solving (2010) Proceedings of The 41st ACM Technical Symposium on Computer Science Education, pp. 416-420. , In ACM; Searson, D.P., Leahy, D.E., Willis, M.J., Gptips: An open source genetic programming toolbox for multigene symbolic regression (2010) Proceedings of The International Multiconference of Engineers and Computer Scientists, 1, pp. 77-80. , In Citeseer; Shambaugh, N., Magliaro, S., A reflexive model for teaching instructional design (2001) Educ. Technol. Res. Dev., 49 (2), pp. 69-92; Problem Archive, , https://www.topcoder.com/tc?module=ProblemArchive, Accessed: 2016-08-20},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Law201755,
author={Law, C.-Y. and Grundy, J. and Cain, A. and Vasa, R. and Cummaudo, A.},
title={User perceptions of using an open learner model visualisation tool for facilitating self-regulated learning},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={55-64},
doi={10.1145/3013499.3013502},
note={cited By 8; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014894003&doi=10.1145%2f3013499.3013502&partnerID=40&md5=9a6f986f5ba3c919bc690be7a8c2eeef},
affiliation={Faculty of Information Science and Technology, Multimedia University, Malaysia; School of Information Technology, Deakin University, Melbourne, Australia; School of Software and Electrical Engineering, Swinburne University of Technology, Melbourne, Australia},
abstract={Ways to encourage self-regulated learning have become a hot topic in higher education. In this research study, we explored users' perceptions regarding the uptake and effective use of an open learner model visualisation prototype tool-Doubtfire++, in facilitating student self-regulated learning supporting Taskoriented Portfolio teaching and learning. We investigated students' perceptions of setting appropriate goals, monitoring performance and reflecting on learning through the use of the visualisation tool to support students in becoming self-regulated learners. Data was collected from 134 users using an online survey questionnaire. Results show that Doubtfire++ positively impacted users' perceptions of setting appropriate goals, monitoring performance and reflecting on learning. User role, experience using Doubtfire++, frequency of using Doubtfire++ and different teaching units significantly impacted respondents' perceptions whereas gender and familiarity with information visualisation techniques had no impact on respondents' perceptions. The results indicate that the approach can facilitate student self-regulated learning, especially for those new to Taskoriented Portfolio teaching and learning of programming units. © 2017 ACM.},
keywords={Constructive alignment;  Education;  Information visualisation;  Open learner model;  Outcome-based learning;  Self-regulated learning},
keywords={Education;  Education computing;  Students;  Surveys;  Teaching;  Visualization, Constructive alignments;  Information visualisation;  Open learner modeling;  Outcome-based learning;  Self-regulated learning, Learning systems},
references={(2013) Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, , ACM, IEEE Computer Society; Biggs, J., Enhancing teaching through constructive alignment (1996) Higher Education, 32 (3), pp. 347-364. , http://dx.doi.org/10.1007/BF00138871; Biggs, J., Constructive alignment in university teaching (2014) HERDSA Review of Higher Education, 1 (1), pp. 5-22; Bolliger, D., Shepherd, C., Student perceptions of ePortfolio integration in online courses (2010) Distance Education, 31 (3), pp. 295-314. , http://dx.doi.org/10.1080/01587919.2010.513955, Oct. 2010; Cain, A., (2013) Constructive Alignment for Introductory Programming, , Doctoral Thesis. Swinburne University of Tecnology, Australia; Cain, A., Woodward, C.J., Toward constructive alignment with portfolio assessment for introductory programming (2012) Proceedings of the 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (Hong Kong, Aug. 20-23, 2012), pp. 345-350. , http://dx.doi.org/10.1109/TALE.2012.6360322, TALE 2012, IEEE; European Qualification Framework for Lifelong Learning (EQF Office for Official Publications of the European Communities, , http://www.ond.vlaanderen.be/hogeronderwijs/bologna/news/EQF_EN.pdf, Europen Commission. Luxembourg, Retrieved 15 May 2015; Gaspar, A., Langevin, S., An experience report on improving constructive alignment in an introduction to programming (2012) Journal of Computing Sciences in Colleges, 28 (2), pp. 132-140; Ginon, B., Boscolo, C., Johnson, M.D., Bull, S., Persuading an open learner model in the context of a university course: An exploratory study (2016) Proceedings of the International Conference on Intelligent Tutoring Systems, pp. 307-313. , Springer; Law, C.Y., Grundy, J., Cain, A., Vasa, R., A preliminary study of open learner model representation formats to support formative assessment (2015) Proceedings of the IEEE 39th Annual International Computers, Software & Applications Conference (Taichung, Taiwan, Jul. 01-05, 2012), pp. 887-892. , COMPSAC 2015, IEEE Computer Society; Law, C.Y., Grundy, J., Cain, A., Vasa, R., An empirical study of user perceived usefulness and preference of open learner model visualisations (2016) IEEE Symposium on Visual Languages and Human-Centric Computing, , Cambridge, UK, Sept. 04-07, 2016; Liu, S., Cui, W., Wu, Y., Liu, M., A survey on information visualization: Recent advances and challenges (2014) The Visual Computer, 30 (12), pp. 1373-1393; Mahnegar, F., Learning management system (2012) International Journal of Business and Social Science, 3 (12), pp. 144-150. , Jun; McGettrick, A., Boyle, R., Ibbett, R., Lloyd, J., Lovegrove, G., Mander, K., Grand challenges in computing: Education-A summary (2005) The Computer Journal, 48 (1), pp. 42-48; Mohanarajah, S., Kemp, R., Kemp, E., Opening a fuzzy learner model (2005) Proceedings of the 12th International Conference on Artificial Intelligence in Education: Workshop on Learner Modelling for Reflection, to Support Learner Control (Amsterdam, the Netherlands, Jul, 18-22, 2005), pp. 62-71. , AIED 2005; Nunnally, J., Bernstein, I.H., (1994) Psychometric Theory, , McGraw Hill, New York; Pelliccione, L., Raison, G., Promoting the scholarship of teaching through reflective e-portfolios in teacher education (2009) Journal of Education for Teaching, 35 (3), pp. 271-281. , http://dx.doi.org/10.1080/02607470903092813, Aug. 19, 2009; Pintrich, P.R., Understanding self-regulated learning (1995) New Directions for Teaching and Learning, 1995 (63), pp. 3-12; Self, J.A., Bypassing the intractable problem of student modelling (1990) Intelligent Tutoring Systems: At the Crossroads of Artificial Intelligence and Education, pp. 107-123. , C. Frasson, et al., Eds. Ablex, Norwood, N.J; Shiravi, H., Shiravi, A., Ghorbani, A.A., A survey of visualization systems for network security (2012) Visualization and Computer Graphics, IEEE Transactions on, 18 (8), p. 1329. , 1313; Shroff, R.H., Deneen, C., Ng, E.M., Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system (2011) Australasian Journal of Educational Technology, 27 (4), pp. 600-618. , Aug. 2011; Tello, S.F., Motiwalla, L., Using a learning management system to facilitate learning outcomes assessment (2010) Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications, pp. 138-156. , http://dx.doi.org/10.4018/978-161520-853-1.ch008, Y. Kats, Ed. Information Science Reference, Hershey, PA; Thota, N., Whitfield, R., Holistic approach to learning and teaching introductory object-oriented programming (2010) Computer Science Education, 20 (2), pp. 103-127; Wankel, L.A., Blessinger, P., New vistas in higher education: An introduction to using social technologies (2012) Increasing Student Engagement and Retention Using Social Technologies: Facebook, E-portfolios and Other Social Networking Services (Cutting-edge Technologies in Higher Education, pp. 3-16. , http://dx.doi.org/10.1108/S204499682012)000006B003, L. A. Wankel, et al., Ed. Emerald Group Publishing, Bingley, U.K; Wetzel, K., Strudler, N., The diffusion of electronic portfolios in teacher education: Next steps and recommendations from accomplished users (2005) Journal of Research on Technology in Education, 38 (2), pp. 231-243; Woodward, C.J., Cain, A., Pace, S., Jones, A., Kupper, J.F., Helping students track learning progress using burn down charts (2013) 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (Bali, Indonesia, Aug. 26-29, 2013), pp. 104-109. , http://dx.doi.org/10.1109/TALE.2013.6654409, IEEE; Zimmerman, B.J., Development of self-regulated learning: Which are the key subprocesses? (1986) Contemporary Educational Psychology, 16, pp. 307-313; Zimmerman, B.J., Campillo, M., Motivating selfregulated problem solvers (2003) The Psychology of Problem Solving, pp. 233-262; Zimmerman, B.J., Schunk, D.H., (2012) Self-regulated Learning and Academic Achievement: Theory, Research, and Practice, , Springer Science & Business Media},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Edmison201748,
author={Edmison, B. and Edwards, S.H. and Pérez-Quiñones, M.A.},
title={Using spectrum-based fault location and heatmaps to express debugging suggestions to student programmers},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={48-54},
doi={10.1145/3013499.3013509},
note={cited By 6; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014890924&doi=10.1145%2f3013499.3013509&partnerID=40&md5=fa2dfefe221503d1e13cf8ee85f8e8c3},
affiliation={Virginia Tech, Department of Computer Science, Blacksburg, VA, United States; University of North Carolina, Charlotte College of Computing and Informatics, Charlotte, NC, United States},
abstract={Automated grading systems are useful for conveying debugging feedback to students, but the manner in which this feedback is displayed can be problematic for students. Automated systems usually report failures in student code, whether it be the results of test case failures or runtime errors. However, since most students are not explicitly taught how to debug, many get stuck. They know the defects exist, but they don't have to experience to know how to find them. Much work has been done in software engineering research using automatic fault localization to programmatically locate bugs within a piece of code under test, as well as research into validating those detection models when applied to student code. However, determining how to present that information back to the student has not been addressed. There is a balance between giving hints and telling the student exactly where the error occurred. The goal of this paper is to present a technique to present the student's code with suggestions to the student of where to investigate, based on the results of the automatic fault location. Taking results from the GZoltar statistical fault localization library, we have developed a method of expressing the suggestions to the students by visualizing the potential defect locations within the context of the student's source code using heatmaps. © 2017 ACM.},
keywords={Automated grading;  Automatic fault localization;  Debugging;  Heatmap;  SFL;  Spectrum-based fault localization;  Statistical fault localization;  Testing;  Visualization;  Web-CAT},
keywords={Automation;  Codes (symbols);  Computer debugging;  Computer programming;  Defects;  Education;  Education computing;  Engineering research;  Flow visualization;  Grading;  Location;  Program debugging;  Software engineering;  Software testing;  Technology transfer;  Testing, Automated grading;  Automatic fault localizations;  Fault localization;  Heatmap;  Web-CAT, Students},
references={Aaltonen, K., Ihantola, P., Seppälä, O., Mutation analysis vs. Code coverage in automated assessment of students' testing skills Proceedings of the ACM International Conference Companion on Object Oriented Programming Systems Languages and Applications Companion (OOPSLA '10), pp. 153-160. , ACM, New York, NY, USA; Abreu, R., Zoeteweij, P., Golsteijn, R., Van Gemund, A.J.C., A practical evaluation of spectrum-based fault localization (2009) Journal of Systems and Software, 82 (11), pp. 1780-1792; Astels, D., (2003) Test Driven Development: A Practical Guide, , Prentice Hall; Beck, K., (2003) Test-Driven Development: By Example, , Addison Wesley; Buckland, M., Gey, F., The relationship between recall and precision (1994) Journal of the American Society for Information Science, 45 (1), pp. 12-19; Campos, J., Riboira, A., Perez, A., Abreu, R., GZoltar: An eclipse plug-in for testing and debugging Proceedings of the 27th IEEE/ACM International Conference on Automated Software Engineering (ASE 2012), pp. 378-381. , ACM, New York, NY, USA; Cleverdon, C.W., On the inverse relationship of recall and precision (1972) Journal of Documentation, 28 (3), pp. 195-201; Dallmeier, V., Lindig, C., Zeller, A., Lightweight defect localization for Java (2005) ECOOP 2005 Object-Oriented Programming, pp. 528-550. , Springer Berlin Heidelberg, Berlin, Heidelberg; Edmison, B., Edwards, S.H., Applying spectrum-based fault localization to generate debugging suggestions for student programmers (2015) Software Reliability Engineering Workshops (ISSREW), 2015 IEEE International Symposium On, Gaithersburg, MD, pp. 93-99; Edwards, S.H., (2016) Web-CAT. Web-cat.cs.vt.edu; Edwards, S.H., Pérez-Quiñones, M.A., Experiences using test-driven development with an automated grader (2007) Journal of Computing Sciences in Colleges, 22 (3), pp. 44-50; Edwards, S.H., Shams, Z., Do student programmers all tend to write the same software tests? Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE '14, pp. 171-176. , ACM, New York, NY, USA; Gerdes, A., Jeuring, J., Heeren, B., An interactive functional programming tutor Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '12), pp. 250-255. , ACM, New York, NY, USA; Harrold, M.J., Rothermel, G., Sayre, K., Wu, R., An empirical investigation of the relationship between spectra differences and regression faults (2000) Journal of Software Testing, Verification and Reliability, 10 (3), pp. 171-194; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Joblove, G.H., Greenberg, D., Joblove, G.H., Greenberg, D., Color spaces for computer graphics (1978) ACM SIGGRAPH Computer Graphics 12, 3, pp. 20-25; Jones, J.A., Harrold, M.J., Empirical evaluation of the tarantula automatic fault-localization technique Proceedings of the 20th IEEE/ACM International Conference on Automated Software Engineering, (ASE '05), pp. 273-282. , ACM, New York, NY, USA; Kulhavy, R., Feedback in written instruction (1977) Review of Educational Research, 47 (2), pp. 211-232; Lewis, C., Attitudes and beliefs about computer science among students and faculty (2007) ACM SIGCSE Bulletin, 39 (2), pp. 37-41. , June; Long, M.H., Linguistic and conversational adjustments to non-native speakers (1983) Studies in Second Language Acquisition, 5 (2), pp. 177-193; Mackey, A., Feedback noticing and instructed second language learning (2006) Applied Linguistics, 27 (3), pp. 405-430; Pears, A., Seidman, S., Malmi, L., A survey of literature on the teaching of introductory programming Working Group Reports on ITiCSE on Innovation and Technology in Computer Science Education (ITiCSE-WGR '07), pp. 204-223. , Janet Carter and June Amillo (Eds. ACM, New York, NY, USA; Shah, A., (2003) Web-Cat A Web-based Center for Automated Testing; Shams, Z., Edwards, S.H., Toward practical mutation analysis for evaluating the quality of student-written software tests Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research (ICER '13), pp. 53-58. , ACM, New York, NY, USA; Wang, S., Wu, P., The role of feedback and self-efficacy on web-based learning: The social cognitive perspective (2008) Computers & Education, 51 (4), pp. 1589-1598},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sturgess2016,
author={Sturgess, P. and Cowling, M. and Gray, M.},
title={Unpacking 'digital competency': Exploring the pre-existing skills of enabling education students},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843349},
art_number={a14},
note={cited By 1; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962480044&doi=10.1145%2f2843043.2843349&partnerID=40&md5=861170f762ded68b853989151c1e9bc1},
affiliation={Academic Learning Support Unit, CQUniversity Australia, Australia; School of Engineering and Technology, CQUniversity Australia, Australia},
abstract={Understanding the pre-existing digital competency of commencing students is an important aspect of designing an effective learning environment for a course teaching foundational computing skills as part of an enabling program for tertiary education. In addition to the interplay of individual skills, experience and attitudes, current trends such as the adoption of mobile devices rather than traditional computers and an increasing variety of applications complicate our understanding of the term 'digital competency'. This qualitative study of factors such as age, previous experience and transferability of skills investigates assumptions about the existing skills that new students bring to their studies. It is suggested that the use of a broad term to describe digital competence is not useful for these students, and that a more comprehensive indicator that unpacks the term along different digital dimensions would be more beneficial. © 2016 ACM.},
keywords={Access education;  Digital competency;  Foundational skills},
keywords={Computer aided instruction;  Digital devices;  Education;  Mobile devices;  Teaching, Digital competency;  Digital dimensions;  Effective Learning Environment;  Foundational skills;  Individual skills;  Qualitative study;  Tertiary education;  Traditional computers, Students},
references={Bawden, D., Origins and concepts of digital literacy (2008) Digital Literacies: Concepts, Policies and Practices, pp. 17-32. , C. Lankshear and M. Knobel eds., New York, Peter Lang; Bennett, S., Maton, K., Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences (2010) Journal of Computer Assisted Learning, 26 (5), pp. 321-331; Bennett, S., Maton, K., Kervin, L., The 'digital natives' debate: A critical review of the evidence (2008) British Journal of Educational Technology, 39 (5), pp. 775-786; Covello, S., (2010) A Review of Digital Literacy Assessment Instruments, , http://www.academia.edu/7935447/A_Review_of_Digital_Literacy_Assessment_Instruments, Syracuse University, School of Education; Van Dijk, J.A.G.M., The evolution of the Digital Divide - The Digital Divide turns to inequality of skills and usage (2012) Digital Enlightenment Yearbook 2012, pp. 57-75. , J. Bus, M. Crompton, M. Hildebrandt, & G. Metakides eds., Fairfax, VA: IOS Press, Inc; Guo, R.X., Dobson, T., Petrina, S., Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education (2008) Journal of Educational Computing Research, 38 (3), pp. 235-254; Herron, K., (2013) Are Youth as Digitally Savvy as We think?, , http://youmedia.org/news/areyouth-as-digitally-savvy-as-we-think, Youmedia Network; Kamenetz, A., Teens, mobile phones, and the digital divide (2013) The Hechinger Report, , http://digital.hechingerreport.org/content/teens-mobilephones-and-the-digital-divide_823; Ofcom, (2015) The Communications Market Report: United Kingdom 2015, , http://media.ofcom.org.uk/news/2015/cmr-uk-2015, Ofcom; Oliver, R., Assuring the quality of online learning in Australian higher education (2001) Proceedings of 2000 Moving Online Conference, pp. 222-231. , Gold Coast, Norsearch Reprographics; Prensky, M., Digital natives, digital immigrants (2001) On the Horizon, 9 (5), pp. 1-6; Prensky, M., From digital natives to digital wisdom (2012) From Digital Natives to Digital Wisdom: Hopeful Essays for the 21st Century Education, pp. 1-9. , Thousand Oaks, California, Corwin Press; Sturgess, P., STEPS on a new journey: Redesigning a pre-university bridging course for delivery by distance education (2007) Forms of Democracy in Education: Open Access and Distance Education, Proceedings of 4th International Conference in Open and Distance Learning, pp. 127-136. , A. Lionarakis. Athens, Proprobos Publications. B; Sturgess, P., Gray, M., Do you see what I see?: The challenges of teaching basic computing skills at a distance (2014) FABENZ Challenges & Innovation Conference 2014, , http://www.eenz.com/fabenz14/STU14027-paper.pdf, Tauranga, NZ, FABENZ},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Skudder201459,
author={Skudder, B. and Luxton-Reilly, A.},
title={Worked examples in computer science},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={59-64},
note={cited By 19},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984924702&partnerID=40&md5=efb5357cb9447c531f19bd4f11d96a29},
affiliation={Department of Computer Science, The University of Auckland, Auckland, 92019, New Zealand},
abstract={Most instructors teaching Computer Science use examples to help students learn, and many instructors use worked examples (either in a static or a dynamic style) in their courses. However, the research on worked examples is not well known in the Computer Science Education community. This paper provides an overview of how worked examples have been studied, and the major findings from the literature, particularly as they relate to Computer Science. © 2014, Australian Computer Society, Inc.},
keywords={Cognition;  Cognitive load theory;  Learning;  Worked examples},
keywords={Computation theory;  Education;  Education computing;  Teaching, Cognition;  Cognitive load theory;  Computer Science Education;  Learning;  Worked examples, Engineering education},
references={Anderson, J.R., Farrell, R., Sauers, R., 'Learning to program in lisp' (1984) Cognitive Science, 8 (2), pp. 87-129; Atkinson, R.K., Renkl, A., Merrill, M.M., 'Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps' (2003) Journal of Educational Psychology, 95 (4), pp. 774-783; Baddeley, A., Hitch, G., 'Recent advances in learning and motivation' (1974) Working memory, 8, pp. 47-90. , in G. Bower, ed. Academic Press, New York; Caspersen, M., (2007) Educating Novices in the Skills of Programming, , PhD thesis, University of Aarhus, Denmark; Caspersen, M.E., Bennedsen, J., (2007) Instructional design of a programming course: a learning theoretic approach, pp. 111-122. , in 'Proceedings of the third international workshop on Computing education research', ICER '07, ACM, New York, NY, USA; Chandler, P., Sweller, J., 'Cognitive load theory and the format of instruction' (1991) Cognition and Instruction, pp. 293-332; Gray, S., St Clair, C., James, R., Mead, J., (2007) Suggestions for graduated exposure to programming concepts using fading worked examples, pp. 99-110. , in 'Proceedings of the third international workshop on Computing education research', ICER '07, ACM, New York, NY, USA; Gregory, J., Trafton, G., Reiser, J., (1993) 'The contributions of studying examples and solving problems to skill acquisition'.; Hsiao, J.-Y., Hung, C.-L., Lan, Y.-F., Jeng, Y.-C., 'Integrating worked examples into problem posing in a web-based learning environment' (2013) The Turkish Online Journal of Educational Technology, 12 (2), pp. 166-176; Kalyuga, S., Ayres, P., Chandler, P., Sweller, J., 'The expertise reversal effect.' (2003) Educational Psychologist, 38 (1), pp. 23-31; Kirschner, P.A., Sweller, J., Clark, R., 'Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching' (2006) Educational Psychologist, 41 (2), pp. 75-86; Lui, A.K., Cheung, Y.H.Y., Li, S.C., 'Leveraging students' programming laboratory work as worked examples' (2008) SIGCSE Bull, 40 (2), pp. 69-73. , http://doi.acm.org/10.1145/1383602.1383638; Margulieux, L.E., Guzdial, M., Catrambone, R., (2012) Subgoal-labeled instructional material improves performance and transfer in learning to develop mobile applications, pp. 71-78. , in 'Proceedings of the ninth annual international conference on International computing education research', ICER '12, ACM, New York, NY, USA; Mason, R., Cooper, G., Why the bottom 10% just can't do it-mental effort measures and implication for introductory programming courses (2012) Australasian Computing Education Conference (ACE2012), 123, pp. 187-196. , in M. de Raadt & A. Carbone, eds of CRPIT, ACS, Melbourne, Australia; Merrinboer, J.J.V., Paas, F.G., 'Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice' (1990) Computers in Human Behavior, 6 (3), pp. 273-289; Miller, G., 'The magical number seven, plus or minus two: Some limits on our capacity for processing information.' (1956) Psychological Review, 63, pp. 81-97; Moreno, R., Reisslein, M., Delgoda, G., 'Toward a fundamental understanding of worked example instruction: Impact of means-ends practice, backward/-forward fading, and adaptivity' (2006) Frontiers in Education, Annual, pp. 5-10; Mwangi, W., Sweller, J., 'Learning to solve compare word problems: The effect of example format and generating self-explanations' (1998) Cognition and Instruction, 16 (2), pp. 173-199; Paas, F., Renkl, A., Sweller, J., 'Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture' (2004) Instructional Science, 32, pp. 1-8; Renkl, A., Atkinson, R.K., Grosse, C.S., 'How fading worked solution steps works-a cognitive load perspective' (2004) Instructional Science, 32 (1-2), pp. 59-82; Renkl, A., Atkinson, R.K., Maier, U.H., Staley, R., 'From example study to problem solving: Smooth transitions help learning' (2002) The Journal of Experimental Education, 70 (4), pp. 293-315; Shulman, L.S., 'Signature pedagogies in the professions' (2005) Daedalus, 134 (3), pp. 52-59; Stark, R., Mandl, H., Gruber, H., Renkl, A., 'Conditions and effects of example elaboration' (2002) Learning and Instruction, 12 (1), pp. 39-60; Sweller, J., Cognitive load during problem solving: effects on learning (1988) Cognitive Science, pp. 257-285; Sweller, J., Chandler, P., 'Why some material is difficult to learn' (1994) Cognition and Instruction, 12 (3), pp. 185-233; Sweller, J., Cooper, G.A., The use of worked examples as a substitute for problem solving in learning algebra (1985) Cognition and Instruction, 2, pp. 59-89. , http://www.jstor.org/stable/3233555, of CRPIT, ACS, Melbourne, Australia 1; van Gog, T., Kester, L., Paas, F., 'Effects of worked examples, example-problem, and problemexample pairs on novices learning' (2011) Contemporary Educational Psychology, 36 (3), pp. 212-218; van Gog, T., Paas, F., van Merrinboer, J.J., 'Effects of process-oriented worked examples on troubleshooting transfer performance' (2006) Learning and Instruction, 16 (2), pp. 154-164},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{vonKonsky201413,
author={von Konsky, B.R. and Jones, A. and Miller, C.},
title={Visualising career progression for ICT professionals and the implications for ICT curriculum design in higher education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={13-20},
note={cited By 8},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984873706&partnerID=40&md5=35ffd20a223270e4f62f2e0562953ced},
affiliation={Curtin Teaching and Learning, Curtin University, Perth, WA, Australia; ACS Education, Australian Computer Society, Melbourne, VIC, Australia; Science, IT and Engineering, University of Ballarat, Ballarat, VIC, Australia},
abstract={The current environment in higher education calls for more consideration of the linkages between ICT curriculum development, skills capabilities and industry, particularly in light of recent changes in quality and standards agencies. This paper evaluates ICT career progression visualisation methodology and has a threefold purpose: to contribute to a holistic approach to curriculum design and management; to add to materials that aid graduates to better prepare initial professional practice choices for employment in the ICT profession; and to facilitate further dialogue with industry representatives, higher education providers and other ICT stakeholders to ensure undergraduate curricula authentically reflects the skills required within the ICT profession. This paper evaluates SFIA-based tools intended to enable educational designers to visualise ICT career progression pathways and thus inform curriculum design in higher education. Several visualisation techniques are compared using SFIA-based skillsets that were previously published in the literature. The evaluation demonstrates extended radar diagrams are an effective visual representation for capturing the level at which SFIA skill sets are practiced. The research indicates that such representations are well positioned to enhance dialogue amongst stakeholders and contribute to the design of ICT curriculum in a manner that better prepares students for ongoing development in the profession. © 2014, Australian Computer Society, Inc.},
keywords={Competencies;  Curriculum;  ICT education;  Professional practice;  SFIA;  Skills},
keywords={Curricula;  Design;  Visualization, Competencies;  ICT education;  Professional practices;  SFIA;  Skills, Education},
references={(2012) ACS Accreditation Committee Document 2: Application Guidelines-Professional Level Courses, , Accreditation Management Manual: Australian Computer Society; (2012), ACS Certifiction Guidelines: Australian Computer Society; (2012) The ICT Profession Body of Knowledge., , Adapted from Gregor, S., von Konsky B.R., Hart, R., and Wilson D. (2008) The ICT Profession and the ICT Body of Knowledge: Australian Computer Society; (2013), CPE Program Subject Guide: Australian Computer Society; (2013) MySFIA, , http://www.acs.org.au/sfia-certification/mysfia, Retrieved 24 August 20132, from; Armstrong, C.J., (2011) An approach to visualising information security knowledge, , 9-10 June 2011). Paper presented at the Proceedings of the 7th World Conference on Information Security Education, Lucerne; Bailey, S., (2012) SFIA and curriculum design, , http://www.bcs.org/content/ConMediaFile/20366, Paper presented at the Using SFIA in Education and Workplace Learning Conference; Banks, L., (2010) SFIA adoption increases in Australia: Skills Framework for the Information Age adopted by ACS, , 25 November 2010), government. Computer World; Denton, J.W., Virginia Franke, K., Nanda, S., Curriculum and Course Design: A New Approach Using Quality Function Deployment. (2005) Journal of Education for Business, 81 (2), pp. 111-117; Herbert, N., de Salas, K., Lewis, I., Cameron-Jones, M., Chinthammit, W., Dermoudy, J., Springer, M., (2013) Identifying career outcomes as the first step in ICT curricula development., , Paper presented at the Fifteenth Australasian Computing Edcuation Conference (ACE2013), Adelaid, Australia; Herbert, N., Dermoudy, J., Ellis, L., Cameron-Jones, M., Chinthammit, W., Lewis, I., Springer, M., (2013) Stakeholder-led curriculum redesign., , Paper presented at the Fifteenth Australasian Computing Edcuation Conference (ACE2013), Adelaid, Australia; (2004) Guide to the Software Engineering Body of Knowledge (SWEBOK), , http://www.computer.org/portal/web/swebok/htmlformat, Retrieved 16 August 2013, from; Jones, A., Lindley, D., (2010) The role of Eportfolios in mentoring adult learners seeking professional certification, , Paper presented at the Eportfolios Australia Conference, Melbourne; Jones, A., Miller, C., (2012) Online learning in ACSEducation: Using online learning tools in professional education, , 25-28 November 2012 Paper presented at the Fuure Challenges, Sustatinable Futures. Proceedings of ascilite 2012, Wellington, New Zealand; Oliver, B., Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges (2013) Higher Education Research and Development, 32 (3), pp. 450-463; Oliver, B., Jones, S., Ferns, S., Tucker, B., (2007) Mapping curricula: ensuring workready graduates by mapping course learning outcomes and higher order thinking skills, , http://c2010.curtin.edu.au/local/docs/paper3.pdf, Paper presented at the Evaluations and Assessment Conference, Brisbane, Australia; (2013) ICT Career Streams, , http://www.qgcio.qld.gov.au/products/ictworkforce-capability/careers-and-programs/ict-careerstreams, Retrieved 24 August 2013, from; (2013) Software Developer, , http://www.qgcio.qld.gov.au/products/ictworkforce-capability/careers-and-programs/ict-careerstreams/software-developer, Retrieved 23 August 2013, from; (2011), SFIA 5 framework reference: Skills defined in categories and subcategories: SFIA Foundation; (2011), Working wiht SFIA 5: The common language of IT: SFIA Foundation; Spencer, D., Riddle, M., Knewstubb, B., Curriculum mapping to embed graduate capabilities. (2011) Higher Education Research Development, 31 (2), pp. 217-231; von, K., Brian, R., (2008) Defining the ICT profession: A partnership between academia, industry, and society (Keynote Address), , Paper presented at the 21st Annual Conference of the National Advisory Committee on Computing Qualifications (NACCG), Auckland, New Zealand; von, K., Brian, R., Hay, D., Hart, B., (2008) Skill set visualisation for software engineering job positions at varying levels of autonomy and responsibility, , 26-28 March 2008 Paper presented at the 19th Australian Conference on Sofware Engineering (ASWEC) Industry Experience Reports, Perth, Australia},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Haig2013107,
author={Haig, T. and Falkner, K. and Falkner, N.},
title={Visualisation of learning management system usage for detecting student behaviour patterns},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={107-115},
note={cited By 11; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84992192878&partnerID=40&md5=42cdba71d8bd9fe29d1b33d92beca9cf},
affiliation={School of Computer Science, The University of Adelaide, North TerraceSA, Australia},
abstract={Identifying "at-risk" students - those that are in danger of failing or not completing a course - is a crucial element in enabling students to achieve their full potential. However, with large class sizes and growing academic workloads, it is becoming increasingly diffcult to identify students who require urgent and timely assistance. Effcient and easy to use tools are needed to assist academics in locating these students at early stages within their courses. A significant body of work exists in the use of student activity data, e.g. attendance, performance, participation in faceto- face and online sessions, to predict overall student performance and at-risk status. This is often built upon the considerable amount of student data within learning management systems. Manual data collection, including surveys and observation, which introduces additional workload is often required to extract relevant data meaning that it in large classes it is prohibitively diffcult to apply such techniques. In this paper, we introduce a framework for atrisk identification combining simple metrics, gathered from social network and statistical analysis domains, that have been shown to correlate with student performance and require slow amounts of manual data collection or additional expert analysis. We describe each of the metrics within our framework and demonstrate their usage. We use visualisation to enable easy interpretation of results. The application of our framework is demonstrated within the context of an advanced undergraduate computer science course. © 2013, Australian Computer Society, Inc.},
keywords={Learning Management Systems;  Prediction;  Student data;  Visualisation},
keywords={Data acquisition;  Education;  Forecasting;  Information management;  Visualization, Data collection;  Data meaning;  Expert analysis;  Learning management system;  Simple metrics;  Student behaviours;  Student performance;  Undergraduate computer science course, Students},
references={Bayer, J., Bydzovská, H., Géryk, J., Obšivac, T., Popelinsky, L., Predicting drop-out from social behaviour of students (2012) 'Proceedings of the 5th International Conference on Educational Data Mining-EDM 2012', pp. 103-109; Becker, K., 'The use of unfamiliar words: writing and cs education' (2008) Journal of Computing Science in Colleges, 24 (2), pp. 13-19; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, , 3rd edition, The Society for Research into Higher Education; Black, E., Dawson, K., Priem, J., 'Data for free: Using lms activity logs to measure community in online courses' (2008) The Internet and Higher Education, 11 (2), pp. 65-70; Casey, K., Gibson, P., Paris, I., 'Mining moodle to understand student behaviour' (2010) International Conference on Engaging Pedagogy, , 2010 ICEP10 National University of Ireland Maynooth; Ceddia, J., Sheard, J., Tibbey, G., Wat: a tool for classifying learning activities from a log file (2007) 'Proceedings of the ninth Australasian conference on Computing education, 66, pp. 11-17. , Australian Computer Society, Inc; Dawson, S., Bakharia, A., Heathcote, E., Snapp: Realising the affordances of real-time sna within networked learning environments (2010) 'Proceedings of the 7th international conference on networked learning, , Aalborg 3-4th May'; Edwards, S., Snyder, J., Pérez-Quiñones, M., Allevato, A., Kim, D., Tretola, B., Comparing effective and ineffective behaviors of student programmers (2009) 'Proceedings of the fifth international workshop on Computing education research workshop', pp. 3-14. , ACM; El-Halees, A., 'Mining students data to analyze learning behavior: A case study' (2009) Department of Computer Science, , Islamic University of Gaza PO Box 108; Falkner, N., Falkner, K., A fast measure for identifying at-risk students in computer science (2012) 'Proceedings of the ninth annual international conference on International computing education research', pp. 55-62. , ACM; Fenwick, J., Jr., Norris, C., Barry, F., Rountree, J., Spicer, C., Cheek, S., 'Another look at the behaviors of novice programmers' (2009) ACM SIGCSE Bulletin, 41 (1), pp. 296-300; Georg, W., 'Individual and institutional factors in the tendency to drop out of higher education: a multilevel analysis using data from the konstanz student survey' (2009) Studies in Higher Education, 34 (6), pp. 647-661; Herbert, N., Wang, Z., Student timesheets can aid in curriculum coordination (2007) 'ACM International Conference Proceeding Series', 239, pp. 73-80; Lopez, M., Luna, J., Romero, C., Ventura, S., Molina, M., Luna, J., Romero, C., Luna, J., Classification via clustering for predicting final marks based on student participation in forums (2012) 'Proceedings of the 5th International Conference on Educational Data Mining, EDM 2012', 42, pp. 649-656; McGregor, H., Saunders, S., Fry, K., Tayler, E., 'Designing a system for the development of communication abilities within an engineering context' (2000) Australian Journal of Communication, 27, pp. 83-94; Merceron, A., Yacef, K., Educational data mining: a case study (2005) 'Proceeding of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology', pp. 467-474. , IOS Press; (2007) Moodle, , http://moodle.org, 'version 1.9'; Morris, L., Finnegan, C., Wu, S., 'Tracking student behavior, persistence, and achievement in online courses' (2005) The Internet and Higher Education, 8 (3), pp. 221-231; Murphy, C., Kaiser, G., Loveland, K., Hasan, S., Retina: helping students and instructors based on observed programming activities (2009) 'ACM SIGCSE Bulletin', 41, pp. 178-182. , ACM; (2012) 'Mysql: the world's most popular open source database', , http://www.mysql.com; Nandi, D., Hamilton, M., Harland, J., Warburton, G., Hamer, J., de Raadt, M., How active are students in online discussion forums? (2011) 'Proceedings of the Australasian Computing Education Conference (ACE 2011)', Australian Computer Society Sydney, pp. 125-134; Norris, C., Barry, F., Fenwick, J., Jr., Reid, K., Rountree, J., Clockit: collecting quantitative data on how beginning software developers really work (2008) 'ACM SIGCSE Bulletin', 40, pp. 37-41. , ACM; (2012) Python, , http://www.python.org/, 'Python'; (2012) R: A Language and Environment for Statistical Computing, , http://www.R-project.org, R Foundation for Statistical Computing, Vienna, Austria; Ramsden, P., (2003) Learning to Teach in Higher Education, , RoutledgeFalmer, London; Sheard, J., Carbone, A., Markham, S., Hurst, A., Casey, D., Avram, C., Performance and progression of first year ict students (2008) 'Proceedings of the Tenth Australasian Computing Education Conference (ACE 2008)'; Sheard, J., Ceddia, J., Hurst, J., Tuovinen, J., 'Inferring student learning behaviour from website interactions: A usage analysis' (2003) Education and Information Technologies, 8 (3), pp. 245-266; Zhang, H., Almeroth, K., Knight, A., Bulger, M., Mayer, R., Moodog: Tracking students online learning activities (2007) 'Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 4415-4422},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Fidge201397,
author={Fidge, C. and Hogan, J. and Lister, R.},
title={What vs. how: Comparing students' testing and coding skills},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={97-106},
note={cited By 6; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893412886&partnerID=40&md5=463f35aa4df07c945d35f0f0ec159085},
affiliation={School of Electrical Engineering and Computer Science, Queensland University of Technology, Brisbane, QLD, Australia; Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, NSW, Australia},
abstract={The well-known diffculties students exhibit when learning to program are often characterised as either diffculties in understanding the problem to be solved or diffculties in devising and coding a computational solution. It would therefore be helpful to understand which of these gives students the greatest trouble. Unit testing is a mainstay of large-scale software development and maintenance. A unit test suite serves not only for acceptance testing, but is also a form of requirements specification, as exemplified by agile programming methodologies in which the tests are developed before the corresponding program code. In order to better understand students' conceptual difficulties with programming, we conducted a series of experiments in which students were required to write both unit tests and program code for non-trivial problems. Their code and tests were then assessed separately for correctness and 'coverage', respectively. The results allowed us to directly compare students' abilities to characterise a computational problem, as a unit test suite, and develop a corresponding solution, as executable code. Since understanding a problem is a pre-requisite to solving it, we expected students' unit testing skills to be a strong predictor of their ability to successfully implement the corresponding program. Instead, however, we found that students' testing abilities lag well behind their coding skills. © 2013, Australian Computer Society, Inc.},
keywords={Learning to program;  Object oriented programming;  Program specification;  Unit testing},
keywords={Ability testing;  Acceptance tests;  Codes (symbols);  Education;  Object oriented programming;  Software design;  Software testing;  Specifications, Computational problem;  Computational solutions;  Corresponding solutions;  Learning to program;  Program specification;  Requirements specifications;  Software development and maintenances;  Unit testing, Students},
references={Arisholm, E., Sjberg, D., 'Evaluating the effect of a delegated versus centralized control style on the maintainability of object-oriented software' (2004) IEEE Transactions on Software Engineering, 30 (8), pp. 521-534; Astels, D., (2003) Test-Driven Development: A Practical Guide, , Prentice-Hall; Barriocanal, E., Urbán, M.-A., Cuevas, I., Pérez, P., 'An experience in integrating automated unit testing practices in an introductory programming course' (2002) SIGCSE Bulletin, 34 (4), pp. 125-128; Beck, K., (2003) Test-Driven Development: By Example, , Addison-Wesley; Buffardi, K., Edwards, S., Exploring influences on student adherence to test-driven development (2012) 'Proceedings of the Seventeenth Conference on Innovation Technology in Computer Science Education (ITiCSE'12), pp. 105-110. , T. Lapidot, J. Gal-Ezer, M. Caspersen & O. Hazzan, eds, Israel, July 3-5', ACM; Desai, C., Janzen, D., Savage, K., 'A survey of evidence for test-driven development in academia' (2008) SIGCSE Bulletin, 40 (2), pp. 97-101; Edwards, S., Using software testing to move students from trial-and-error to reflection-in-action (2004) 'Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education (SIGCSE'04, pp. 26-30. , S. Joyce, D. Knox, W. Dann & T. Naps, eds, USA, March 3-7', ACM; Ferguson, T.S., (2010) 'Optimal stopping and applications', , http://www.math.ucla.edu/~tom/Stopping/Contents; Griffiths, D., Stirling, W.D., Weldon, K.L., (1998) Understanding Data: Principles and Practice of Statistics, , Wiley; Janzen, D., Saiedian, H., A leveled examination of test-driven development acceptance (2007) 'Proceedings of the 29th International Conference on Software Engineering (ICSE'07), pp. 719-722. , USA, May 20-26', IEEE Computer Society; Janzen, D., Saiedian, H., Test-driven learning in early programming courses (2008) 'Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education (SIGCSE'08), pp. 532-536. , S. Fitzgerald & M. Guzdial, eds, USA, March 12-15', ACM; Keefe, K., Sheard, J., Dick, M., Adopting XP practices for teaching object oriented programming (2006) 'Proceedings of the Eighth Australasian Computing Education Conference (ACE2006), Hobart', 52, pp. 91-100. , D. Tolhurst & S. Mann, eds of Conferences in Research in Practice in Information Technology, Australian Computer Society; Link, J., (2003) Unit Testing in Java, Morgan Kaufmann; Melnick, G., Maurer, F., A cross-program investigation of students perceptions of agile methods (2005) 'Proceedings of the 27th International Conference on Software Engineering, pp. 481-488. , (ICSE05), USA, May 15-21', ACM; (2012) R: A Language and Environment for Statistical Computing, , http://www.R-project.org, R Foundation for Statistical Computing, Vienna, Austria; Schach, S., (2005) Object-Oriented and Classical Software Engineering, , McGraw-Hill, USA. Sixth edition; Schuh, P., (2005) Integrating Agile Development in the Real World, , Thomson; Spacco, J., Pugh, W., Helping students appreciate Test-Driven Development (TDD) (2006) 'Proceedings of the 21st Annual ACM SIGPLAN Conference on Object-Oriented Programming, Systems, Languages and Applications (OOPSLA06), pp. 907-913. , W. Cook, R. Biddle & R. Gabriel, eds, USA, October 22-26', ACM; Whalley, J., Philpott, A., A unit testing approach to building novice programmers skills and confidence (2011) 'Proceedings of the Thirteenth Australasian Computer Education Conference (ACE 2011), Perth', pp. 113-118. , J. Hamer & M. de Raadt, eds, Vol. 114 of Conferences in Research and Practice in Information Technology, Australian Computer Society},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Fenwick2012141,
author={Fenwick, J. and Sutton, P.},
title={Using quicksand to improve debugging practice in post-novice level students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={141-146},
note={cited By 0; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072048977&partnerID=40&md5=a685bbc142d5856679bd2addeb7367e5},
affiliation={The University of Queensland, Earth Systems Science, Computational Centre, Australia; The University of Queensland, School of ITEE, Australia},
abstract={The ability to debug existing code is an important skill to develop in student programmers. However, debugging may not receive the same amount of explicit teaching attention as other material and the main expression of debugging competence is students' ability to undo problems which they themselves have injected into their assignments. Further, as the literature points out, debugging skills do not necessarily develop at the same rate as code writing skills. This paper discusses an intervention in a second year course designed to improve students' application of simple debugging techniques. We use a puzzle based approach where students are graded based on the number of attempts they take to locate misbehaving code in a program which they did not write but whose function they understand. An existing assignment component addresses another aspect of debugging practice. © 2012, Australian Computer Society, Inc.},
keywords={Codes (symbols);  Program debugging, Code-writing, Students},
references={Ahmadzadeh, M., Elliman, D., Higgins, C., 'The impact of improving debugging skill on programming ability' (2007) ITALICS, 6 (4), pp. 72-87; Bryant, R.E., O'Hallaron, D.R., 'Introducing computer systems from a programmer's perspective' (2001) SIGCSE Bull, 33, pp. 90-94. , http://doi.acm.org/10.1145/366413.364549; Eisenstadt, M., 'My hairiest bug war stories' (1997) Commun. ACM, 40, pp. 30-37. , http://doi.acm.org/10.1145/248448.248456; Fitzgerald, S., Lewandowski, G., McCauley, R., Murphyd, L., Simon, B., Thomas, L., Zander, C., 'Debugging: finding, fixing and failing, a multi-institutional study of novice debuggers' (2008) Computer Science Education, 2 (18), pp. 93-116; James, S., Bidgoli, M., Hansen, J., 'Why Sally and Joey can't debug: next generation tools and the perils they pose' (2008) Journal of Computing Sciences in Colleges, 24, pp. 27-35. , http://portal.acm.org/citation.cfm?.id=1409763.1409770]; Kessler, C.M., Anderson, J.R., A model of novice debugging in lisp (1986) Papers presented at the first workshop on empirical studies of programmers on Empirical studies of programmers Ablex Publishing Corp, pp. 198-212. , http://act-r.psy.cmu.edu/publications/pubinfo.php?.id=220, Norwood, NJ, USA; Lee, G.C., Wu, J.C., 'Debug it: A debugging practicing system' (1999) Computers & Education, 32 (2), pp. 165-179. , http://www.sciencedirect.com/science/article/pii/S0360131598000633; Lieberman, H., 'Introduction to the special issue on the debugging scandal' (1997) Commun. ACM, 40, pp. 26-29. , http://doi.acm.org/10.1145/248448.248455; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., 'A multi-national study of reading and tracing skills in novice programmers' (2004) SIGCSE Bull, 36, pp. 119-150. , http://doi.acm.org/10.1145/1041624.1041673; McCauley, R., Fitzgerald, S., Lewandowski, G., Murphy, L., Simone, B., Thomas, L., Zanderg, C., 'Debugging: a review of the literature from an educational perspective' (2008) Computer Science Ed-ucation, 2 (18); Perkins, D., Martin, F., Fragile knowledge and neglected strategies in novice programmers (1986) 'Empirical Studies of Programmers', pp. 213-229. , in S. E. & I. S., eds, Norwood, NJ: Ablex Publishing Co; Torvalds, L., 'Re: Availability of kdb' (2000) Linux Kernel Mailing List, , http://lkml.org/lkml/2000/9/6/65},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason2012187,
author={Mason, R. and Cooper, G.},
title={Why the bottom 10% just can't do it - Mental Effort Measures and Implication for Introductory Programming Courses},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={187-196},
note={cited By 11; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984872064&partnerID=40&md5=038db5efc9e3ca72e8d9189049f1d836},
affiliation={Southern Cross Business School, Southern Cross University, Hogbin Drive, Coffs Harbour, NSW  2450, Australia},
abstract={This paper reports the results of mental effort measures and comments collected as part of a study of 44 introductory programming courses in 28 Australian universities, conducted in the latter months of 2010. Academic staff were interviewed regarding their perceptions of the mental effort that is required by themselves, an average student, and a low-performance student while attempting to solve and learn from a novice programming problem. Qualitative responses were also gathered from academics to gain insight into the various student profiles and impediments to learning for low-performing students. Mental effort results indicated that many lowperformance students typically experience high to extreme levels of mental effort. Verbal responses obtained from academics also indicate an awareness that for many low-performance students learning fails due to excessive demands being placed upon their cognitive resources. It is suggested that for many low-performance students learning fails due to cognitive overload. The implications for the selection of languages and environments and for the design of introductory programming courses (units) are discussed. © 2012, Australian Computer Society, Inc.},
keywords={Australian university courses;  Cognition;  Cognitive load;  Introductory programming;  Mental effort measures;  Pedagogy;  Programming success},
keywords={Curricula, Cognition;  Cognitive loads;  Introductory programming;  Mental effort;  Pedagogy;  University course, Students},
references={Ayres, P., Sweller, J., The split-attention principle in multimedia learning (2005) In The Cambridge Handbook of Multimedia Learning, pp. 135-146. , Mayer R. (Ed.), New York, Cambridge University Press; Chandler, P., Sweller, J., The split-attention effect as a factor in the design of instruction (1992) British Journal of Educational Psychology, 62 (2), pp. 233-246; Chi, M., Glaser, R., Rees, E., Expertise in problem solving (1982) In Advances in the Psychology of Human Intelligence, pp. 7-75. , Sternberg R. (Ed.). Hillsdale, NJ: Erlbaum; Cooper, G., Sweller, J., The effects of schema acquisition and rule automation on mathematical problem solving transfer (1987) Journal of Educational Psychology, 79, pp. 347-362; Cooper, G., Tindall-Ford, S., Chandler, P., Sweller, J., Learning by imagining (2001) Journal of Experimental Psychology Applied, 7 (1), pp. 68-82; De Raadt, M., Watson, R., Toleman, M., Language trends in introductory programming courses (2002) Proc. Informing Science and IT Education Conference, , InformingScience.org, Cork, Ireland, Cohen, E. and Boyd, E. (Eds); De Raadt, M., Watson, R., Toleman, M., Introductory programming: what's happening today and will there be any students to teach tomorrow? (2004) Proceedings of the sixth conference on Australasian Computing Education, 30, pp. 277-284. , Dunedin, New Zealand, Australian Computing Society, Inc; Du Boulay, B., Some difficulties in learning to program (1989) In Studying the Novice Programmer, pp. 283-299. , Soloway, E. & Spohrer, J.C. (Eds.). Hillsdale, NJ: Lawrence Erlbaum; Gray, S., Suggestions for graduated exposure to programming concepts using fading worked examples (2007) Proceedings of the third international workshop on Computing education research; Hunt, M., (1982) The Universe Within, , Great Britain, The Harvester Press; Kirschner, P.A., Cognitive load theory: implications of cognitive load theory on the design of learning (2002) Learning and Instruction, 12 (1), pp. 1-10; Mason, R., Cooper, G., de Raadt, M., Trends in Introductory Programming Courses in Australian Universities-Languages, Environments and Pedagogy Proceedings of the Fourteenth Australasian Computing Education Conference (ACE2012), , in press. Melbourne, Australia: Australian Computer Society, Inc; Mayer, R.E., Cognitive theory of multimedia learning (2005) In The Cambridge Handbook of Multimedia Learning, pp. 31-48. , R. Mayer (Ed.). New York, Cambridge University Press; Miller, G., The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (1956) The Psychological Review, 63, pp. 81-97; Moreno, R., Reisslein, M., Delgoda, G., Toward a Fundamental Understanding of Worked Example Instruction: Impact of Means-Ends Practice, Backward/Forward Fading, and Adaptivity (2006) In Proceedings of the 36th Annual Frontiers in Education Conference, pp. 5-10. , San Diego, CA: IEEE; Paas, F., Renkl, A., Sweller, J., Cognitive load theory and instructional design: Recent developments (2003) Educational Psychologist, 38 (1), pp. 1-4; Paas, F., Renkl, A., Sweller, J., Cognitive Load Theory: Instructional implications of the interaction between information structures and cognitive architecture (2004) Instructional Science, 32, pp. 1-8; Paas, F., Van Merriënboer, J., The efficiency of instructional conditions: An approach to combine mental effort and performance measures (1993) Human Factors, 35 (4), pp. 737-743; Paas, F., Van Merriënboer, J., Variability of worked examples and transfer of geometrical problem solving skills: A cognitive load approach (1994) Journal of Educational Psychology, 86, pp. 122-133; Renkl, A., Atkinson, R.K., Große, C.S., How Fading Worked Solution Steps Works-A Cognitive Load Perspective (2004) Instructional Science, 32, pp. 59-82; Renkl, A., The worked-out example principle in multimedia learning (2005) In The Cambridge Handbook of Multimedia Learning, pp. 229-245. , R. Mayer (Ed.). New York, Cambridge University Press; Shiffrin, R., Schneider, W., Controlled and automatic human information processing II Perceptual learning, automatic attending and a general theory (1977) Psychological Review, 84, pp. 127-190; Sweller, J., Cognitive load during problem solving: Effects on learning (1988) Cognitive Science, 12, pp. 257-285; Sweller, J., (1999) Instructional Design in Technical Areas, , Melbourne, Australia, ACER Press; Sweller, J., Chandler, P., Why some material is difficult to learn (1994) Cognition and Instruction, 12 (3), pp. 185-233; Sweller, J., Cooper, G., The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985) Cognition and Instruction, 2 (1), pp. 59-89},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Lister201253,
author={Lister, R. and Corney, M. and Curran, J. and D'Souza, D. and Fidge, C. and Gluga, R. and Hamilton, M. and Harland, J. and Hogan, J. and Kay, J. and Murphy, T. and Roggenkamp, M. and Sheard, J. and Simon and Teague, D.},
title={Toward a shared understanding of competency in programming: An invitation to the BABELnot project},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={53-60},
note={cited By 14; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960387077&partnerID=40&md5=9fdc26766f40fba7c10de4301dbe477e},
affiliation={Faculty of Engineering and Information Technology, University of Technology, Sydney, Sydney, NSW, Australia; Faculty of Science and Technology, Queensland University of Technology, Brisbane, QLD, Australia; School of Information Technologies, University of Sydney, Sydney, NSW, Australia; School of Computer Science and Information Technology, RMIT University, Melbourne, VIC, Australia; Faculty of Information Technology, Monash University, Caulfield East, VIC, Australia; School of Design, Communication and IT, University of Newcastle, Ourimbah, NSW, Australia},
abstract={The ICT degrees in most Australian universities have a sequence of up to three programming subjects, or units. BABELnot is an ALTC-funded project that will document the academic standards associated with those three subjects in the six participating universities and, if possible, at other universities. This will necessitate the development of a rich framework for describing the learning goals associated with programming. It will also be necessary to benchmark exam questions that are mapped onto this framework. As part of the project, workshops are planned for ACE 2012, ICER 2012 and ACE 2013, to elicit feedback from the broader Australasian computing education community, and to disseminate the project's findings. The purpose of this paper is to introduce the project to that broader Australasian computing education community and to invite their active participation. © 2012, Australian Computer Society, Inc.},
keywords={Assessment;  Objectives;  Programming},
keywords={Academic standards;  Assessment;  Computing education;  Exam questions;  Learning goals;  Objectives;  Shared understanding, Mathematical programming},
references={(2008) Computer Science Curriculum 2008: An Interim Revision of CS 2001, , http://www.acm.org/education/curricula/ComputerScience2008.pdf; (2006) ALTC Dissemination Framework, , http://www.altc.edu.au/resource-dissemination-framework-altc-2008; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York: Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, , Longmans, Green and Company; Carter, J., English, J., Ala-Mutka, K., Dick, M., Fone, W., Fuller, U., Sheard, J., How shall we assess this? (2003) SIGCSE Bulletin, 35 (4), pp. 107-121; Clear, T., Whalley, J., Robbins, P., Philpott, A., Eckerdal, A., Laakso, M.-J., Lister, R., Report on the final BRACElet workshop: Auckland University of Technology, September 2010 (2011) Journal of Applied Computing and Information Technology, 15 (1); Corney, M., Teague, D., Ahadi, A., Lister, R., Some empirical results for neo-Piagetian reasoning in novice programmers and the relationship to code explanation questions (2012) 14th Australasian Computing Education Conference (ACE 2012), , Melbourne, Australia; Gannaway, D., Hinton, T., Berry, B., Moore, K., (2011) A review of the dissemination strategies used by projects funded by the ALTC Grants Scheme, , Sydney: Australian Learning and Teaching Council; Gluga, R., Kay, J., Lever, T., Modeling long term learning of generic skills (2010) Tenth International Conference on Intelligent Tutoring Systems, pp. 85-94. , Pittsburgh, PA, USA; Gluga, R., Kay, J., Lister, R., Kleitman, S., Lever, T., Coming to terms with Bloom: an online tutorial for teachers of programming fundamentals (2012) 14th Australasian Computing Education Conference (ACE 2012), , Melbourne, Australia; Lister, R., Concrete and other neo-Piagetian forms of reasoning in the novice programmer (2011) 13th Australasian Computing Education Conference, pp. 9-18. , Perth, Australia; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multinational study of reading and tracing skills in novice programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Clear, T., Simon Bouvier, D.J., Carter, P., Eckerdal, A., Jacková, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2010) SIGCSE Bulletin, 41 (4), pp. 156-173; Lister, R., Edwards, J., Teaching novice computer programmers: bringing the scholarly approach to Australia-a report on the BRACElet project (2010) Australian Learning and Teaching Council; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) 14th Conference on Innovation and Technology in Computer Science Education (ITiCSE 2009), pp. 161-165. , Paris, France; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140; McGettrick, A., Boyle, R., Ibbett, R., Lloyd, J., Lovegrove, L., Mander, K., Grand challenges in computing: education-a summary (2005) The Computer Journal, 48 (1), pp. 42-48; McKenzie, J., Alexander, S., Harper, C., Anderson, S., (2005) Dissemination, adoption and adaptation of project innovations in higher education, , Sydney: University of Technology, Sydney; Sheard, J., Simon Hamilton, M., Lönnberg, J., Analysis of research into the teaching and learning of programming (2009) Fifth International Workshop on Computing Education (ICER 2009), pp. 93-104. , Berkeley, CA, USA; Sheard, J., Simon Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., Exploring programming assessment instruments: a classification scheme for examination questions (2011) Seventh International Computing Education Research Workshop (ICER 2011), pp. 33-38. , Providence, RI, USA; Shuhidan, S., Hamilton, M., D'Souza, D., Instructor perspectives of multiple-choice questions in summative assessment for novice programmers (2010) Computer Science Education, 20, pp. 229-259; Simon, A.C., de Raadt, M., Lister, R., Hamilton, M., Sheard, J., Classifying computing education papers: process and results (2008) Fourth International Workshop on Computing Education (ICER 2008), pp. 161-171. , Sydney, NSW, Australia; Simon, J.S., Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., Introductory programming: examining the exams (2012) 14th Australasian Computing Education Conference (ACE 2012), , Melbourne, Australia; Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., Abraham, C., (2005) Strategies for effective dissemination of project outcomes, , Carrick Institute for Learning and Teaching in Higher Education; Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., Abraham, C., Strategies for effective dissemination of the outcomes of teaching and learning projects (2010) Journal of Higher Education Policy and Management, 32 (1), pp. 55-67; Teague, D., Corney, M., Ahadi, A., Lister, R., Swapping as the 'Hello World' of Relational Reasoning: Replications, Reflections and Extensions (2012) 14th Australasian Computing Education Conference (ACE 2012), , Melbourne, Australia; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Eighth Australasian Computing Education Conference (ACE 2006), pp. 243-252. , Hobart, Australia; Wright, S., Hadgraft, R., Cameron, I., (2010) Learning and Teaching Academic Standards Project: Engineering and ICT, , Australian Learning and Teaching Council},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pilgrim201225,
author={Pilgrim, C.J. and Koppi, T.},
title={Work integrated learning rationale and practices in Australian information and communications technology degrees},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={25-32},
note={cited By 7; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84913552729&partnerID=40&md5=e7cc23fe0e386ecc4d22a258edf0eae2},
affiliation={Centre for Computing and Engineering Software Systems, Faculty of ICT, Swinburne University of Technology, PO Box 218, Hawthorn, VIC  3122, Australia; Faculty of Informatics, University of Wollongong, Northfields Ave, Wollongong, NSW  2522, Australia},
abstract={To obtain a better understanding of WIL rationale and practices in Australian ICT degrees, a survey of managers and educational leaders of ICT was undertaken. These survey results were analysed and informed by discussions at a forum of ICT educational leaders. Results indicate that WIL practices are broad with a wide range of internal (university) and external (industry) combinations to provide the student with appropriate professional experience. The majority of respondents indicated that their curricula are industry relevant, and that they offer an industry-linked final year project. Virtual or simulated work experiences also seem to be commonly practiced. The range of options is influenced by local context, staff approaches and resource availability. The majority of universities regard WIL as important and beneficial and apparently have practices that provide for industry contribution to the curriculum even though this may not be obvious to graduates in the workplace. Support provided to students for an industry placement is variable. Success measures of placements are that students have improved understanding of professional responsibility and have gained a variety of work perspectives. That the student is employable as a consequence is not seen as very important. There appears to be a tension between desired outcomes from academia and industry including those of "work readiness" and lifelong learning. It seems that the range of options provided by universities need to be recognised by all stakeholders as contributing to the development of an ICT Professional. © 2012, Australian Computer Society, Inc.},
keywords={Academia;  Industry;  Professional practice;  Student experience;  Work integrated learning},
keywords={Curricula;  Industry;  Professional aspects;  Surveys, Academia;  Information and communications technology;  Professional experiences;  Professional practices;  Professional responsibilities;  Resource availability;  Student experiences;  Work-integrated learning, Students},
references={(2009) ANZ ICT Accreditation Board, Accreditation Manual, , Document 2A: Application Guidelines-Professional Level Courses, February 2009; (2007) Generation whY?., AMP, , NATSEM Income and Wealth Report, Issue 17. July; Bates, A., Bates, B., Bates, C., Preparing students for the professional workplace: who has responsibility for what? (2007) Asia-Pacific Journal of Cooperative Education, 2007, 8 (2), pp. 121-129; (2011) Lifting the Quality of Teaching and Learning in Higher Education, Business Council of Australia, , http://www.bca.com.au/DisplayFile.aspx?.FileID=725; Billett, S., (2011) Curriculum and pedagogic bases for effectively integrating practice-based experiences, ALTC Project Final Report, , http://www.altcexchange.edu.au/group/integratingpracticeexperiences-within-higher-education; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, , New York: David McKay Co Inc; Bogdan, R.C., Biklen, S.K., (2002) Qualitative Research for Education: An Introduction to Theories and Methods, , 4th ed, Allyn & Bacon, London, UK; Boyatzis, R.E., (1998) Transforming Qualitative Information: Thematic Analysis and Code Development, , Sage Publications, Thousand Oaks, CA; Boud, D., Symes, C., Learning for real: workbased education in universities (2000) Working Knowledge: the new vocationalism and higher education, pp. 14-29. , In C. Symes & J. McIntyre (Eds) Buckingham: Open University Press; (2008) Accreditation Criteria Guidelines, Document G02, , Engineers Australia, August 2008; Forth, J., Mason, G., (2003) The Determinants and Effects of High-Level ICT Skill Shortages: Evidence from the Technical Graduates Employers Survey, , http://www.niesr.ac.uk/research/ICT/TGES-7.pdf, National Institute of Economic and Social Research, London; Hagan, D., 'Employer satisfaction with ICT graduates' (2004) Sixth Australasian Computing Education Conference (ACE2004), Dunedin, New Zealand. Conferences in Research and Practice in Information Technology, 30, pp. 119-123; Hare, J., (2011) Business takes dim view of academe, The Australian Higher Education Supplement, , March 30th 2011; Kennan, M.A., Cecez-Kecmanovic, D., Willard, P., Wilson, C.S., 'IS knowledge and skills sought by employers: a content analysis of Australian IS early career online job advertisements' (2008) Australasian Journal of Information Systems, 15, pp. 57-78; Koppi, T., Naghdy, F., (2009) Managing Educational Change in the ICT Discipline at the Tertiary Education Level, , http://www.altc.edu.au/system/files/resources/DS6-600%20Managing%20educational%20change%20in%20the%20ICT%20discipline%20March%202009.pdf; Lister, R., On Blooming First Year Programming, and its Blooming Assessment (2000) Proceedings of the Australasian Conference on Computing Education, pp. 158-162. , ACM Press, New York, NY; O'Connor, B., Work Integrated Learning (WIL): Transforming Futures Practic (2008) Pedagogy. Partnership, Address to: World Association for Cooperative Education (WACE) Asia Pacific Conference, , http://www.deewr.gov.au/Ministers/OConnor/Media/Speeches/Pages/Article_081003_124044.aspx, 1 Oct 2008; Ogunbona, P., (2009) ALTC Project PP9-1274, "Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers", , http://www.altc.edu.au/projectaddressing-ict-curriculum-recommendations-uow-2009; Palmer, S., Ferguson, C., Improving outcomes-based engineering education in Australia (2008) Australasian Journal of Engineering Education, 14 (2); Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., Pretto, G., (2008) The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]; Pauling, J.W., Komisarczuk, P., 'Review of work experience in a Bachelor of Information Technology' (2007) Ninth Australasian Computing Education Conference (ACE2007), Ballarat, Victoria, January 2007. Conferences in Research in Practice in Information Technology, 66, pp. 125-132; Poppins, P., Singh, M., 'Work integrated learning in information technology education' (2005) In Information and Communication Technologies and Real-Life Learning: New education for the knowledge society, pp. 223-230. , T. van Weert and A. Tatnall (eds). Springer, New York, USA; Mather, J., (2010) Sector split over on-the-job year for IT students, , Australian Financial Review, May 30th 2010; Shoikova, E., Dwishev, V., (2004) University-Industry network Proceedings of the 27th Int'l Spring Seminar on Electronics Technology IEEE, pp. 510-514; Smith, R., Mackay, D., Holt, D., Challis, D., Expanding the realm of best practices in cooperative industry-based learning in information systems and information technology: an inter-institutional investigation in Australian higher education (2008) Asia-Pacific Journal of Cooperative Education, 9 (1), pp. 73-80},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason201233,
author={Mason, R. and Cooper, G. and Raadt, M.},
title={Trends in introductory programming courses in Australian Universities - Languages, environments and pedagogy},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={33-42},
note={cited By 22; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874270631&partnerID=40&md5=7edf1dacbd052e8392b58bd40e024f0b},
affiliation={Southern Cross Business School, Southern Cross University, Hogbin Drive, Coffs Harbour, NSW  2450, Australia; Moodle Pty Ltd., 1/224 Lord St, Perth, WA  6000, Australia},
abstract={This paper reports the results of a study of 44 introductory programming courses in 28 Australian universities, conducted in the latter months of 2010. Results of this study are compared with two censuses previously conducted during 2001 and 2003, to identify trends in student numbers, programming language and environment/tool use and the reasons for choice of these, paradigms taught, instructor experience, text used and time spent on problem solving strategies in lectures and tutorials. Measures of mental effort experienced during the solution of novice programming problems were also examined. © 2012, Australian Computer Society, Inc.},
keywords={Australian university courses;  Census;  Introductory programming;  Mental effort measures;  Programming environments;  Programming languages;  Trends},
keywords={Computer programming languages;  Surveys, Census;  Introductory programming;  Mental effort;  Programming environment;  Trends;  University course, Problem oriented languages},
references={Anderson, G., Hilton, R., Ferro, D., (2010) Connecting with Computer Science, , 2nd Ed. Cengage Learning; Computing Curricula-Information Technology 2008 (2008) Curriculum Guidelines for Undergraduate Degree Programs in Information Technology, , http://www.acm.org//education/curricula/IT2008Curriculum.pdf, Accessed 29 Aug 2011; (2010) Australian ICT Statistical Compendium 2010, , http://www.acs.org.au/2010compendium, Accessed 18 Mar 2011; Bruce, K.B., Controversy on how to teach CS 1: A discussion on the SIGCSE-members mailing list (2005) Inroads-The SIGCSE Bulletin, 37, pp. 111-117; Chase, W.G., Simon, H.A., Perception in chess (1973) Cognitive Psychology, 4 (1), pp. 55-81; Cooper, G., Sweller, J., Effects of schema acquisition and rule automation on mathematical problem-solving transfer (1987) Journal of Educational Psychology, 79 (4), pp. 347-362; Cooper, S., Dann, W., Pausch, R., Teaching objects-first in introductory computer science (2003) Proc. ACM 34th SIGCSE technical symposium on Computer science education, pp. 191-195. , New York NY, USA, ACM Press; Davies, S., Polack-Wahl, J.A., Anewalt, K., A snapshot of current practices in teaching the introductory programming sequence (2011) SIGCSE '11 Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 625-630. , ACM Press; De Raadt, M., Watson, R., Toleman, M., Language trends in introductory programming courses (2002) Proc. Informing Science and IT Education Conference, , InformingScience.org, Cork, Ireland, Cohen, E. and Boyd, E. (Eds); De Raadt, M., Watson, R., Toleman, M., Introductory programming: what's happening today and will there be any students to teach tomorrow? (2004) Proceedings of the sixth conference on Australasian Computing Education. Dunedin, New Zealand, 30. , Australian Computing Society, Inc; (2011) Australian Jobs 2011, , http://www.deewr.gov.au/Employment/ResearchStatistics/Pages/AustralianJobs.aspx, Accessed 22 Aug 2011; Kelleher, C., Pausch, R., Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers (2005) ACM Computing Surveys (CSUR), 37 (2), pp. 83-137. , ACM Press; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagam, D., Kolikant, Y.B., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-180; Paas, F.G.W.C., van Merrienboer, J.J.G., The efficiency of instructional conditions: An approach to combine mental-effort and performance measures (1993) Human Factors, 35 (4), pp. 737-743; Paas, F., Tuovinen, J.E., Tabbers, H., Van Gerven, P.W.M., Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003) Educational Psychologist, 38 (1), pp. 63-71. , Lawrence Erlbaum Associates, Inc; Robey, M., A simple and generic introduction to OO algorithm design, , http://www.computing.edu.au/~mike/ST151Book.pdf, (undated): Self-published Accessed 24 Aug 2011; Rock, A., (2011) MaSH (Making Stuff Happen), , http://www.ict.griffith.edu.au/arock/MaSH/, Accessed 23 Aug 2011; Robertson, L.A., (2000) Simple Program Design, , Nelson Australia; Sebesta, R., (2007) Programming Language Concepts, , Addison Wesley; Sweller, J., Cognitive load during problem solving: Effects on learning (1988) Cognitive Science, 12 (2), pp. 257-285; Sweller, J., Van Merriënboer, J., Paas, F., Cognitive architecture and instructional design (1998) Educational Psychology Review, 10 (3), pp. 251-296; (2011) TIOBE Programming Community Index-Long Term Trends, , http://www.tiobe.com/index.php/content/paperinfo/tpci/index.html, Accessed 22 Aug 2011},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pilgrim2011119,
author={Pilgrim, C.},
title={Work-integrated learning in ict degrees},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={119-124},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872817396&partnerID=40&md5=8ddccedced2d08f7de2f6a5468a84c84},
affiliation={Faculty of Information and Communication Technologies, Swinburne University of Technology, PO Box 218, Hawthorn 3122, VIC, Australia},
abstract={Work-Integrated Learning (WIL) is acknowledged by universities, professional societies, government and industry as a valuable model of learning that provides significant benefits to students. Despite this agreement there remain some differences of opinion between universities, industry and the professional society regarding implementation of WIL. This paper reports on the outcomes of a university forum that discussed various aspects of WIL programs. A recommendation for a stakeholder approach to WIL is proposed that would ensure that all motivations and expectations are made explicit and that the primacy of student learning outcomes is maintained. © 2011, Australian Computer Society, Inc.},
keywords={Work integrated learning},
keywords={Student learning outcomes;  Work-integrated learning, Students, Education computing},
references={(2007) Generation whY?, (17). , AMP.NATSEM Issue 17. July, AMP. NATSEM Income and Wealth Report; Bates, A., Bates, B., Bates, C., Preparing students for the professional workplace: who has responsibility for what? (2007) Asia-Pacific Journal of Cooperative Education, 8 (2), pp. 121-129; Boud, D., Symes, C., Learning for real: workbased education in universities (2000) Working Knowledge: the new vocationalism and higher education, pp. 14-29. , C. Symes & J. McIntyre (Eds), Buckingham: Open University Press; Calway, B., Murphy, G., (2006) Education for Professionals through Work-Integrated Learning, , Proceedings of the Australian Association for Research in Education (AARE) International Education Research Conference Adelaide; Gregor, S., von Konsky, B.R., Hart, R., Wilson, D., (2008) The ICT Profession and the ICT Body of Knowledge (Vers. 5.0), , Australian Computer Society, Sydney, Australia; Koppi, T., Naghdy, F., (2009), http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_dbi_report_changeICT_uow_mar09.pdf, Managing educational change in the ICT discipline at the tertiary education level; Mather, J., (2010) Australian Financial Review, , Sector split over on-the-job year for IT students, May 30th. 2010; Nimon, S., Generation Y and Higher Education: The Other Y2K (2007) Journal of Institutional Research, 13 (1), pp. 24-41; O'Connor, B., (2008), http://www.deewr.gov.au/Ministers/OConnor/Media/Speeches/Pages/Article_081003_124044.aspx, Work Integrated Learning (WIL): Transforming Futures Practice... Pedagogy. Partnership, Address to: World Association for Cooperative Education (WACE) Asia Pacific Conference, 1 Oct, 2008; Ogunbona, P., (2009) Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers, , http://www.altc.edu.au/project-addressingict-curriculum-recommendations-uow-2009, ALTC Project PP9-1274; Orrell, J., Management and Educational Quality (2004) Proceedings of the Australian Universities Quality, , Work-integrated Learning Programmes: Forum; Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., Pretto, G., (2008), The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]; Shoikova, E., Dwishev, V., (2004) Proceedings of the 27th Int'l Spring Seminar on Electronics Technology IEEE, pp. 510-514. , University -Industry network; Skene, J., Cluett, L., Hogan, J., Engaging Gen Y students at university: What web tools do they have, how do they use them and what do they want? (2007) Proceedings of the 10th Pacific Rim First Year in Higher Education, Regenerate, Engage, Experiment; Smith, R., Mackay, D., Holt, D., Challis, D., Expanding the realm of best practices in cooperative industry-based learning in information systems and information technology: an inter-institutional investigation in Australian higher education (2008) Asia-Pacific Journal of Cooperative Education, 9 (1), pp. 73-80},
correspondence_address1={Pilgrim, C.; Faculty of Information and Communication Technologies, PO Box 218, Hawthorn 3122, VIC, Australia; email: cpilgrim@swin.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Simon201147,
author={Simon},
title={Wrong is a relative concept: Part marks for multiple-choice questions},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={47-53},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872811967&partnerID=40&md5=852ec26409f77c66491d0f93d0f7ee67},
affiliation={University of Newcastle, Australia},
abstract={Most of the literature concerning multiple-choice exam questions assumes that they are marked on a simple scale of 1 for a right answer and 0 for a wrong one. In this paper I present a case for multiple-choice questions that are worth more than one mark, for parity with other questions on the exam. I propose that with such questions, it is appropriate to award part marks for some of the wrong answers. I present some multiple-choice questions of this sort that have been used in the final exam for an introductory programming course, and analyse the students' answers to confirm that the questions are valid assessment items. © 2011, Australian Computer Society, Inc.},
keywords={Assessment;  Computing education;  Introductory programming;  Multiple choice},
keywords={Assessment;  Computing education;  Exam questions;  Introductory programming;  Introductory programming course;  Multiple choice;  Multiple-choice questions, Education},
references={Anderson, L.W., Krathwohl, D.R., (2001) A taxonomy for learning, teaching, and assessing - a revision of Bloom's taxonomy of educational objectives, , Addison Wesley Longman, Inc., (eds); Asimov, I., (1988) The relativity of wrong: essays on the solar system and beyond, , Doubleday Inc, New York; Bloom, B., Englehart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D., (1956) The taxonomy of educational objectives: the classification of educational goals, handbook I: cognitive domain, , David McKay Co Inc; Gronlund, N., (1982) Constructing achievement tests, , New York: Prentice-Hall Inc; Hansen, J.D., Dexter, L., Quality multiple-choice test questions: item-writing guidelines and an analysis of auditing testbanks (1997) Journal of Education for Business, 73 (2), pp. 94-97; Isaacs, G., (1994) Multiple choice testing, , HERDSA Green Guide No 16. Higher Education Research and Development Society of Australasia Inc, Campbelltown, Australia; Kolstad, R.K., Kolstad, R.A., Applications of conventional and non-restricted multiple-choice examination items (1994) Clearing House, 67 (6), pp. 317-319; Lister, R., On Blooming first year programming, and its Blooming assessment (2000) Fourth Australasian Computing Education Conference (ACE2000), pp. 158-162; Lister, R., One small step toward a culture of peer review and multi-institutional sharing of educational resources: a multiple-choice exam for first semester programming students (2005) Seventh Australasian Computing Education Conference (ACE2005), pp. 155-164; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) SIGCSE Bulletin, 38 (3), pp. 118-122; Mitkov, R., Ha, L.A., Computer-aided generation of multiple-choice tests (2003) HLT-NAACL 03 workshop on Building educational applications using natural language processing, 2, pp. 17-22; Nicol, D., E-assessment by design: using multiple-choice tests to good effect (2007) Journal of Further and Higher Education, 31 (1), pp. 53-64; Roberts, T., The use of multiple choice tests for formative and summative assessment (2006) Eighth Australasian Computing Education Conference (ACE2006), pp. 175-180; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going SOLO to Assess Novice Programmers (2008) SIGCSE Bulletin, 40 (3), pp. 209-213; Simon, A note on code-explaining examination questions (2009) Ninth International Conference on Computing Education Research, , Koli Calling 2009, Koli, Finland, November 2009; Tew, A.E., Guzdial, M., Developing a validated assessment of fundamental CS1 concepts (2010) 41st ACM Technical Symposium on Computer Science Education (SIGCSE 2010), pp. 97-101; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Ajith Kumar, P.J., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Eighth Australasian Computing Education Conference (ACE2006), pp. 243-252. , Hobart, Australia; Whalley, J.L., Lister, R., The BRACElet 2009.1 (Wellington) specification (2009) Eleventh Australasian Computing Education Conference (ACE2009), pp. pp-pp; Woodford, K., Bancroft, P., Multiple choice questions not considered harmful (2005) Seventh Australasian Computing Education Conference (ACE2005), pp. 109-115},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Simon2010147,
author={Simon},
title={Using a primary-school challenge in a third-year IT course},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={147-153},
note={cited By 1; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872791108&partnerID=40&md5=f3a6b3009a21232dab2d1dfa83879ad8},
affiliation={School of Design, Communication, and Information Technology, University of Newcastle, Australia},
abstract={Programmable Lego Mindstorms robots are used as a challenge activity in competitions for schools, and in various capacities in university-level computing courses. We describe an assignment that we use in a third-year IT course, part of which is identical to one of the schoollevel challenge tasks. We explore the benefits of this assignment in our university course, and explain why it is legitimate to 'challenge' our final-year students with an exercise undertaken by children in primary school. © 2010, Australian Computer Society, Inc.},
keywords={Lego Mindstorms;  Programming;  Robotics},
keywords={Computing course;  IT course;  LEGO mindstorms;  Primary schools;  University course, Education;  Mathematical programming;  Robot programming;  Robotics, Information technology},
references={Barnes, D.J., Teaching introductory Java through Lego Mindstorms models (2002) ACM SIGCSE Bulletin, 34 (1), pp. 147-151; Devine, T., (2008) Lego Mindstorms NXT Problem Solving with Robots, , http://www.noucamp.org/cp1/psol/NXT.html, [PRSOCO601]. Accessed at August 2009; Fagin, B.F., Merkle, L., Quantitative analysis of the effects of robots on introductory Computer Science education (2002) ACM Journal of Educational Resources in Computing, 2 (4), pp. 1-18; Garcia, M.A., Mc-Neill, H.P., Learning how to develop software using the toy Lego Mindstorms (2002) ITiCSE, p. 239. , 2002; Jipping, M.J., Calka, C., O'Neill, B., Padilla, C.R., Teaching students Java bytecode using Lego Mindstorms robots (2007) SIGCSE, pp. 170-174. , 2007; Lawhead, P.B., Bland, C.G., Barnes, D.J., Duncan, M.E., Goldweber, M., Hollingsworth, R.G., Schep, M., A road map for teaching introductory programming using Lego© Mindstorms robots (2003) ACM SIGCSE Bulletin, 35 (2), pp. 191-201; McKerrow, P.J., (1991), Introduction to Robotics, Addison Wesley; Mindstorms, (2007) Visual Studio for Mindstorms. Accessed at, March 2008., , http://mindstorms.lego.com/eng/community/resources/default.asp; Mindstorms, (2009), http://mindstorms.lego.com/eng/Egypt_dest/Default.aspx, Lego NXT. Accessed at, August 2009; (2007), http://bricxcc.sourceforge.net/nqc/, NQC, Not Quite C. Accessed at August 2009; Nuggets, (2009), http://primarynuggets.wordpress.com/lego-next/, Lego NXT. Accessed at August 2009; (2004), www.robocupjunior.org.au, RCJA, RoboCup Junior Australia Rescue Rules 2004. Accessed at, July 2004; Sklar, E., Parsons, S., Stone, P., (2004) Using RoboCup in university-level computer science education ACM Journal on Educational Resources in Computing, 4 (2), pp. 1-21; (2009), http://lejos.sourceforge.net/, SourceForge, LeJos: Java for LEGO Mindstorms. Accessed at, August 2009},
correspondence_address1={Simon; School of Design, Communication, and Information Technology, Australia; email: simon@newcastle.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Koppi2009101,
author={Koppi, T. and Sheard, J. and Naghdy, F. and Chicharo, J. and Edwards, S.L. and Brookes, W. and Wilson, D.},
title={What our ICT graduates really need from us: A perspective from the workplace},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={101-109},
note={cited By 13; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855166680&partnerID=40&md5=d165082ae79c808d01d36a5c95532099},
affiliation={Faculty of Informatics, University of Wollongong, Australia; Faculty of Information Technology, Monash University, Australia; Faculty of Information Technology, Queensland University of Technology, Australia; Faculty of Information Technology, University of Technology Sydney, Australia},
abstract={A national Discipline-Based Initiative (DBI) project for Information and Communications Technology (ICT), funded by the Australian Learning and Teaching Council, has sought the opinions of recent graduates of ICT in the workplace to help inform the curriculum. An online survey was devised to question graduates on workplace requirements and university preparation for abilities categorized as: personal/interpersonal; cognitive; business and technical. The graduates in employment have highlighted broad mismatches between the requirements of their professional work in these categories and the preparation for employment they received from university. A regression analysis was used to determine influences on graduates' opinions of the preparation they received at university. The quantitative and qualitative results from this survey could have far-reaching consequences for ICT education and this initiative will enable the development of curricula that ensures graduates are equipped with the skills required by the ICT industry. © 2009, Australian Computer Society, Inc.},
keywords={Graduate workplace abilities;  ICT curriculum;  ICT graduates;  Professional work requirements;  University courses},
keywords={Graduate workplace abilities;  ICT education;  ICT graduates;  ICT industries;  Information and communications technology;  Online surveys;  Recent graduates;  University course;  Work requirements, Curricula;  Online systems;  Regression analysis, Information technology},
references={(Higher Education Division, Department of Education, Training and Youth Affairs) (2001) Teaching ICT, The ICT-Ed Project, The report on learning outcomes and curriculum development in major university disciplines in Information and Communication Technology, p. 275. , AUTC, Computing Education Research Group, Faculty of Information Technology, Monash University; Hagan, D., Employer Satisfaction with ICT Graduates (2004) Proc. Sixth Australasian Computing Education Conference (ACE 2004), 30, pp. 119-123. , Dunedin, New Zealand; King, R., Addressing the supply and quality of engineering graduates for the new century (2008) Report for the Carrick Institute for Learning and Teaching in Higher Education.; Nagarajan, S., Edwards, J., Towards Understanding the Non-technical Work Experiences of Recent Australian Information Technology Graduates (2008) Proc. Tenth Australasian Computing Education Conference (ACE2008), pp. 103-112. , Wollongong, Australia; Newstrom, G.C., (2005) Keynote speech at "Information and Communication Technology (ICT): Prospects for the Future", at the II International Summit on Information and Communication Technologies (ICT): COSTA RICA INSIGHT 2005, , http://www.witsa.org/papers/index.htm#5, cited at, August 2006; Scott, G., Using successful graduates to improve the quality of curriculum and assessment in nurse education (2003) Australasian Nurse Educators Conference, , Rotarua, New Zealand, September; Sumner, M., Yager, S.E., An Investigation of Preparedness and Importance of MIS Competencies: Research in Progress (2008) Proc. of the 2008 ACM SIGMIS CPR conference on Computer personnel doctoral consortium and research, pp. 97-100. , http://portal.acm.org/author_page.cfm?id=81100123452, Available and viewed 11 September 2008; Yen, D.C., Chen, H-G., Leea, S., Kohc, S., Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan (2003) International Journal of Information Management, 23, pp. 507-522},
correspondence_address1={Koppi, T.; Faculty of Informatics, Australia; email: tkoppi@uow.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Nagarajan2008103,
author={Nagarajan, S. and Edwards, J.},
title={Towards understanding the non-technical work experiences of recent Australian information technology graduates},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={103-112},
note={cited By 7; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869109528&partnerID=40&md5=1ff2c41b2c8664bbc7211f0c5ffc02c7},
affiliation={University of Technology, PO Box 123 Broadway, Sydney, NSW 2007, Australia},
abstract={This paper is a part of an education research degree study where the main objective of the research is to describe and analyse the non-technical work experiences of recent Information Technology (IT) graduates with a view to generating a substantive theory of the relationship between non-technical work experiences of IT graduates and their University studies. It discusses the findings from the seven in-depth interviews conducted so far. The findings from the pilot study provide an insight into understanding graduate perceptions of the practical relevance of their University courses to the development of knowledge and non-technical skills applicable to their work experience. © 2008, Australian Computer Society, Inc.},
keywords={Computing education;  Graduate work experiences;  ICT education;  IT graduates;  Non-technical skills;  Study-work transition;  Workplace experience},
keywords={Computing education;  ICT education;  IT graduates;  Non-technical skills;  Study-work transition;  Work experience;  Workplace experience, Education, Information technology},
references={(2000) Employer Satisfaction with Graduate Skills: Research Report, , AC Nielsen Research Services, Canberra, Department of Education, Training and Youth Affairs; (2005), http://www.acs.org.au/news/300505.htm, ACS Media Release, ACS Member Survey: ICT unemployment still trending well above National, Accessed 06 June 2005; (2005), http://www.acs.org.au/news/120505.htm, ACS Media Release 2005-2006 Budget: ACS welcomes tax reforms but calls for greater industry alliance to put ICT issues on the agenda in Canberra, Accessed 01 June 2005; (2005), http://www.acs.org.au/news/070504.htm, ACS Media Release Employment and Education Top Priority list for ICT professionals, Accessed 01 June 2005; (2005), http://www.acs.org.au/news/03a0504.htm, ACS Media Release: ACS "BootCamp" to help young members kick start their career. Accessed 03 June 2005; (2005), http://www.acs.org.au/news/091101.htm, ACS Media Release: Education and Skills dominate election concerns for ICT professionals, Accessed 05 June 2005; Beckett, D., Hager, P., Introduction: Life in the Swamp (2002) Life, Work and Learning: Practice in Post Modernity, , London and New York, Routledge; Billet, S., Performance at work: identifying smart work practice (2000) Chapter 6 in Training for a Smart Workforce, pp. 123-150. , Gerber, R. and Lankshear, C. (eds). London and New York, Routledge; (2006) New Concepts in Innovation - The keys to a growing Australia, , Business Council of Australia, Melbourne, Howard Partners; Crebert, G., Bates, M., Bell, B., Patrick, C., Cragnolini, V., Developing generic skills at University, during work placement and in employment: graduates' perceptions (2004) Higher Education Research and Development, 23 (2), pp. 147-165; Creswell, J.W., (2003) Research Design: Qualitative, quantitative and mixed methods approaches, , Thousand Oaks, CA, Sage Publications; Dahlgren, M.A., Hult, H., Dahlgren, L.O., Af Segerstad, H.H., Johansson, K., From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering (2006) Studies in Higher Education, 31 (5), pp. 569-586; Glaser, B.G., Strauss, A., (1967) The discovery of grounded theory: strategies for qualitative research, , Chicago, Ill., Aldine Pub. Co; Hagan, D., Employer Satisfaction with ICT Graduates (2004) Proc. Sixth Australasian Computing Education Conference ACE 2004), 30, pp. 119-123. , Dunedin, New Zealand, CRPIT, Australian Computer Society; Harvey, L., New realities: The relationship between higher education and employment (1999) The European Association of Institutional Research Forum, , www.uce.ac.uk/crq/publications/cpeair99.html, Lund, Sweden., Accessed 10 August 2005; Johnston, B., The shape of research in the field of higher education and graduate employment: some issues (2003) Studies in Higher Education, 28 (4), pp. 414-426; Knight, P., (2003) Higher Education and employability skills - some views from recently unemployed recent graduates, , www.open.ac.uk/vqportal/SkillsPlus/documents/Notesonastudy.pdf, Accessed 10 July 10 2005; Morse, J., Determining sample size (2000) Qualitative Health Research, 10 (1), pp. 3-5; Richardson, A., Kabanoff, B., Graduates' perceptions of University study and its contribution towards the development of workplace competence (2003) Proc. of AARE/NZARE Conference, pp. 1-14. , (CDROM); Snoke, R.L., (2004) Generic Attributes of Australian Information Systems Graduates: An empirical study, , Ph.D. thesis. Queensland University of Technology; Scott, G., Yates, K.W., Using Successful graduates to improve the quality of the undergraduate engineering programs (2002) European Journal of Engineering Education, 27 (4), pp. 363-378; Strauss, A., Corbin, J., (1998) Basics of qualitative research, , Thousands Oaks, CA., Sage Publications; (2006) Graduates 'lacking job skills', p. 1. , The Australian Newspaper, 13 March 2006; (2006) Articulate Workers wanted, p. 26. , The Australian Newspaper, 01 November 2006; Thomson, B.S., Qualitative Research: Grounded Theory - Sample Size and Validity (2006), http://www.buseco.monash.edu.au/research/studentdocs/mgt.pdf, Accessed 17 July; Wong, S., von Hellens, L., Orr, J., (2006) Non-technical skills and personal attributes: The Soft Skills Matter Most, , http://www-sqicit.gu.edu.au/wic2000/docs/wongetal.pdf, Accessed 08 September},
correspondence_address1={Nagarajan, S.; University of Technology, PO Box 123 Broadway, Sydney, NSW 2007, Australia; email: Srivalli.VilapakkamNagarajan@student.uts.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{D'Souza200875,
author={D'Souza, D. and Hamilton, M. and Harland, J. and Muir, P. and Thevathayan, C. and Walker, C.},
title={Transforming learning of programming: A mentoring project},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={75-84},
note={cited By 15; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869108566&partnerID=40&md5=d0039c00c5eae6886e17ba135eb4372c},
affiliation={School of Computer Science and Information Technology, RMIT University, PO Box 2476V, Melbourne, VIC 3001, Australia; SET Portfolio Office, RMIT University, PO Box 2467V, Melbourne, VIC 3001, Australia},
abstract={Programming is central to Computer Science and cognate disciplines, and poses early-learning challenges in problem-solving and coding. Since the recent past the School of Computer Science & Information Technology (RMIT University) has provided a student mentoring service to assist novice student programmers with their programming, indeed, to build up their confidence in programming. The service has received favourable feedback from students and, as an interesting aside, has had the added benefit of increasing mentors' confidence and improving mentors' communication skills. Mentors volunteer their services under a University leadership initiative, and are not paid to assist students. In light of such success, we secured a University action-research teaching and learning grant, to investigate aspects of the service delivered to date. While mentoring has been shown to be helpful for novice student programmers to learn and improve their programming, less recognised, but of equal importance, is the value to mentors through the skills and experience they gain. This paper reports early findings of a dual-purpose research investigation into the mentoring service. The research project seeks to discover ways to improve the mentoring service for novice student programmers, as well as to enhance a range of qualities in mentors.},
keywords={Action research;  Introductory programming;  Mentoring},
keywords={Action research;  Cognate disciplines;  Communication skills;  Introductory programming;  Learning-of-programming;  Mentoring;  Teaching and learning, Computer science;  Engineering education;  Information technology;  Research, Students},
references={Biggs, J., Kember, D., Leung, D.Y.P., The revised two-factor Study Process Questionnaire: RSPQ2F (2001) British Journal of Educational Psychology, 71 (1), pp. 133-149; Checkland, P., Holwell, S., (1998) Information, systems and information systemsmaking sense of thefield Chichester, , John Wiley & Sons; Checkland, P., Scholes, J., (1990) Soft systemsmethodology in action, , Chichester, John Wiley & Sons; Checkland, P., (1981) Systems thinking, systems practice, , Chichester, John Wiley & Sons; de Raadt, M., Hamilton, M., Lister, R., Tutty, J., Baker, B., Box, I., Cutts, Q., Tolhurst, D., (2005) Approaches to Learning in Computer Programming Students, and Their Effect on Srld, pp. 407-414. , HERDSA, 2005; Fekete, A., Kay, J., Kingston, J., Wimalarante, K., Supporting reflection in introductory computer science (2000) ACM SIGCSE Bulletin, 31 (1), pp. 144-148; Jenkins, T., On the Difficulty of Learning to Program (2002) Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, pp. 53-58. , http://www.psy.gla.ac.uk/~steve/localed/jenkins.html, Retrieved August, 2007 from; Lister, R., Leaney, J., (2003) First Year Programming: Let All the Flowers Bloom Proceedings of the 5th Australasian Computer Education Conference (ACE2003), pp. 221-230. , Adelaide, Australia; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y., Laxer, C., Willusz, T., A multinational, multi-institutional study of assessment of programming skills of first year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-140; Miliszewska, I., Tan, G., Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming (2007) Issues in Informing Science and Information Technology, 4, p. 278289. , 2007; Miller, A., Kay, J., A Mentor Program in CS1 (2002) ITiCSE 2002, , June 24-26, Aarhus, Denmark, 2002; Simon, Fincher, S., Robbins, A., Baker, B., Box, I., Cutts, Q., de Raadt, M., Tutty, J., Predictors of Success in a First Programming Course (2006) Computing Education 2006, CRPIT, 52, pp. 189-196; Stamouli, I., Doyle, E., Huggard, M., Establishing structured support for programming students (2004) Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA, , http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=1408612, Retrieved August, 2007 from IEEE Xplore; Stroustrup, B., (1997) The C++ Programming Language Third Edition Addison-Wesley Publishing Company, 1997; Traynor, D., Gibson, J.P., Implementing Cognitive Modelling in CS Education:Aligning theory and practice of learning to Program (2004) IADIS International Conference CELDA 04, , 15th - 17th December, 2004},
correspondence_address1={D'Souza, D.; School of Computer Science and Information Technology, PO Box 2476V, Melbourne, VIC 3001, Australia; email: daryl.dsouza@rmit.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Ceddia200711,
author={Ceddia, J. and Sheard, J. and Tibbey, G.},
title={WAT - A tool for classifying learning activities from a log file},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={11-17},
note={cited By 7; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869110624&partnerID=40&md5=e150cc59b7497361b6231d2a2c7049eb},
affiliation={Caulfield School of Information Technology, Monash University, PO Box 197, Caulfield East, VIC, 3145, Australia},
abstract={Web-based learning environments are now extensively used as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. This paper describes an approach to analysing website interactions data captured on log files that goes beyond simply tabulating frequencies of navigation path traversals through a website. A Weblog Analysis Tool (WAT) has been built to facilitate this process. WAT allows the educator to describe activities from sequences of website interactions that are meaningful in the course context. The tool is then used to processes the log file to determine which students completed these activities. The performance of activities provides insights into learning behaviour of students over the duration of the course. In this paper the application of the WAT tool is demonstrated through a study of interactions with a courseware website. The activities defined in this study relate to the learning objectives of the course and so provide the educator with an indication of how successful the website has been in assisting the students meet these objects. © 2007, Australian Computer Society, Inc.},
keywords={Log file analysis;  Online learning;  Web-based learning environments},
keywords={Analysis tools;  Course delivery;  Courseware;  Effective Learning Environment;  Integral components;  Learning Activity;  Learning objectives;  Log file;  Log-file analysis;  Navigation paths;  Online learning;  Tertiary education;  Web-based learning environment, Computer aided instruction;  E-learning;  Websites, Students},
references={Baumgarten, M., Büchner, A.G., Anand, S.S., Mulvenna, M.D., Hughes, J.G., Userdriven navigation pattern discovery from Internet data (1999) Proceedings of the Workshop on Web Usage Analysis and User Profiling (WEBKDD '99), pp. 74-91. , San Diego, California, USA; Berendt, B., Spiliopoulou, M., Analysis of navigation behaviour in web sites integrating multiple information systems (2000) The International Journal on Very Large Data Bases, 9, pp. 56-75; Card, S., Pirolli, P., Van Der Wege, M., Morrison, J.B., Reeder, R.W., Schraedley, P.K., Boshart, J., Information scent as a driver of Web behavior graphs: Results of a protocol analysis method for Web usability (2001) Proceedings of the Human Factors in Computing Systems 2001 conference, pp. 498-505. , Seattle, Washington, USA; Cooley, R., Mobasher, B., Srivastava, J., Web mining: Information and pattern discovery on the World Wide Web (1997) Proceedings of the Ninth IEEE International Conference Tools and Artificial Intelligence (ICTAI'97), pp. 558-567; Ford, N., Chen, S.Y., Individual differences, hypermedia navigation, and learning: An empirical study (2000) Journal of Educational Multimedia and Hypermedia, 9 (4), pp. 281-311; Horney, M.A., Case Studies of Navigational Patterns in Constructive Hypertext (1993) Computers and Education, 20 (3), pp. 257-270; Hwang, W.-Y., Li, C.-C., What the user log shows based on learning time distribution (2002) Journal of Computer Assisted Learning, 18, pp. 232-236; Nachmias, R., Segev, L., Students' use of content in Web-supported academic courses (2003) The Internet and Higher Education, 6, pp. 145-157; Schoon, P., Cafolla, R., World Wide Web hypertext linkage patterns (2002) Journal of Educational Multimedia and Hypermedia, 11 (2), pp. 117-139; Sheard, J., Ceddia, J., Hurst, J., Tuovinen, J., Determining Website usage time from interactions: Data preparation and analysis (2003) Journal of Educational Technology Systems, 32 (1), pp. 101-121; Sheard, J., Ceddia, J., Hurst, J., Tuovinen, J., Inferring student learning behaviour from website interactions: A usage analysis (2003) Journal of Education and Information Technologies, 8 (3), pp. 245-266; Spiliopoulou, M., The laborious way from data mining to Web log mining (1999) Computer Systems Science & Engineering, 14 (2), pp. 113-126; Zaïane, O.R., Web usage mining for a better Web-based learning environment (2001) Proceedings of the Advanced Technology for Education conference, pp. 60-64. , Banff, Alberta, Canada; Zaïane, O.R., Luo, J., Towards evaluating learners' behaviour in a Web-based distance learning environment (2001) Proceedings of the Advanced Learning Technologies, pp. 357-360. , Madison, Wisconsin, USA},
correspondence_address1={Ceddia, J.; Caulfield School of Information Technology, PO Box 197, Caulfield East, VIC, 3145, Australia; email: jason.ceddia@infotech.monash.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Kutay2006125,
author={Kutay, C. and Lister, R.},
title={Up close and pedagogical: Computing academics talk about teaching},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={125-134},
note={cited By 6; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869057922&partnerID=40&md5=6109aaf1967457791cd311998c97a329},
affiliation={School of Computer Science and Engineering, The University of New South Wales, Australia; National ICT Australia, Australasian Technology Park, Redfern, Australia; Faculty of Information Technology, University of Technology Sydney, Australia},
abstract={This paper describes and enacts a process for bootstrapping a more systematic discussion of computing education within a school of computing at a researchintensive Australasian university. Thus far, the project has gone through three stages. In the first stage, some academics were interviewed about their approach to teaching. In the second stage, selected anonymous quotes from the interviews were presented and discussed by other interested members of the school at workshops. In the final stage, selected anonymous quotes from the interviews and workshops were placed on a web-based survey, to which interested members of the school responded. These forms of data will be used to drive further stages of debate within the school. The theoretical underpinnings of this project are Wenger's concept of a community of practice, phenomenography, and socially constructivism. The aim is not to instruct the academics in any "right way" to teach. Instead, the aim is to facilitate debate, where the teachers identify the problems, and in finding the solutions they construct their own "pedagogic reality". As facilitators of this process, the authors of this paper highlighted dialectically opposed views in quotes from the teachers, and then allow the teachers to synthesise those views into a more sophisticated view. Our ultimate project aim is to grow a teaching community that balances reified theories of teaching and learning with participation in a community of practice. © 2006, Australian Computer Society, Inc.},
keywords={Communities of practise;  Phenomenography;  Social constructivist learning},
keywords={Communities of practise;  Community of practice;  Computing education;  Constructivist learning;  Phenomenography;  Teaching and learning;  Web-based surveys, Teaching},
references={Biggs, J., (1999), Teaching for Quality Learning at University. Buckingham: Open University Press; Bowden, J.A., Walsh, E., (1994) Phenomenographic Research: Variations in Method, , Melbourne, Royal Melbourne Institute of Technology; Brown, J.S., Collins, A., Duguid, P., Situated Cognition and the Culture of Learning (1989) Educational Researcher, 18 (1), pp. 32-34; Lister, R., Box, I., Morrison, B., Tenenberg, J., Westbrook, S., The Dimensions of Variation in the Teaching of Data Structures (2004) Proc. 9th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 92-96. , Leeds, UK, ACM Press; Ramsden, P., (1992) Learning to Teach in Higher Education, , London: Routledge; Ramsden, P., (1998) Learning to Lead in Higher Education, , London: Routledge; Trigwell, K., Increasing Faculty Understanding of Teaching (1995) Teaching Improvement Practices, pp. 76-100. , WRIGHT, W. (ed). Bolton, MA, Anker; Trigwell, K., Phenomenography: Variation and Discernment (2000) Improving Student Learning, Proceedings of the 1999 7th International Symposium, pp. 5-85. , http://www.learning.ox.ac.uk/iaul/Phenom_ISL_paper.pdf, In C. Rust (Ed), Oxford Centre for Staff and Learning Development. Oxford, Accessed August 2005; Wenger, E., (1998) Communities of Practice: Learning, Meaning and Identity, , Cambridge, England, Cambridge University Press; (2005), http://en.wikipedia.org/wiki/Community_of_practice, Wikipedia Community of practice. Accessed October 26, 2005; (2005), http://en.wikipedia.org/wiki/Dialectic, Wikipedia, Accessed October 26, 2005},
correspondence_address1={Kutay, C.; School of Computer Science and Engineering, Australia; email: ckutay@cse.unsw.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{McNally2006151,
author={McNally, M.F.},
title={Walking the Grid: Robotics in CS 2},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={151-155},
note={cited By 12; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869049747&partnerID=40&md5=fb3c79f84eb7d8323bc7d0414602e956},
affiliation={Department of Mathematics and Computer Science, Alma College, Alma, MI, 48801, United States},
abstract={This paper describes the use of inexpensive robotics platforms to create engaging student projects for a second course in computer programming. These projects employ the stack and queue data structures, reinforce basic concepts such as two dimensional arrays, and are situated in the context of modern, object-oriented programming. Advanced concepts from autonomous mobile robotics are introduced in a gentle manner, including occupancy grids, path planning, and sensor fusion. The fundamentals of depth and breadth first search are used in the solutions to the various projects described. © 2006, Australian Computer Society, Inc.},
keywords={Data structures;  Graph search;  Path planning;  Robotics},
keywords={Basic concepts;  Breadth-first search;  Engaging students;  Graph search;  Mobile robotic;  Occupancy grids;  Robotics platforms;  Sensor fusion;  Two-dimensional arrays, Data structures;  Motion planning;  Object oriented programming, Robotics},
references={Bagwell, B., (2002) Core Lego Mindstorms Programming, , Upper Saddle River, Prentice Hall PTR; Barnes, D., Teaching introductory Java through Lego Mindstorm models (2002) ACM SIGCSE Bulletin, 34 (1), pp. 147-151; Borenstein, J., Koren, Y., Histogramic In-Motion Mapping for Mobile Robot Obstacle Avoidance (1991) IEEE Transactions on Robotics and Automation, 7 (4), pp. 535-539; Goodrich, M., Tamassia, P., (2003) Data Structures and Algorithms in Java, , New York, Wiley; Johnson-Laird, P., (1988) The Computer and the Mind, , Cambridge, Harvard; Kay, J., Teaching robotics from a computer science perspective (2003) Journal of Computing Sciences in Colleges, 19 (2), pp. 329-336; Klassner, F., Lawhead, P., McNally, M., (2005) Lego Mindstorms in Computer Science Education, , http://www.mcs.alma.edu/LMICSE/, Accessed 18 Aug 2005; Lawhead, P., Duncan, M., Bland, C., Goldweber, M., Schep, M., Barnes, D., Hollingsworth, R., A road map for teaching introductory programming using LEGO Mindstorms robots (2003) ACM SIGCSE Bulletin, 35 (2), pp. 191-201; (2005), http://www.mindsensors.com/, Mindsensors Inc. Sonar Sensors., Accessed 18 Aug 2005; Murphy, R., (2000), Introduction to AI Robotics. Cambridge, MIT Press; Russell, S., Norvig, P., (2002) Artificial Intelligence: A Modern Approach, , Upper Saddle River, Prentice Hall; Siegwart, R., Nourbakhsh, I., (2004) Introduction to Autonomous Mobile Robots, , Cambridge, MIT Press; Sholz, M., (2005) The LeJOS Tutorial, , http://lejos.sourceforge.net/faq.html, Accessed 18 Aug 2005},
correspondence_address1={McNally, M.F.; Department of Mathematics and Computer Science, , Alma, MI, 48801, United States; email: mcnally@alma.edu},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Thompson2006197,
author={Thompson, E.},
title={Using a subject area model as a learning improvement model},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={197-203},
note={cited By 8; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869035998&partnerID=40&md5=bfac706939ed7cbe356e6a1cf633cd25},
affiliation={Department of Information Systems, Massey University, PO Box 756, Wellington 6000, New Zealand},
abstract={International literature suggests that to improve student learning in a subject area, strategies should be taught for learning the subject and how to assess the effectiveness of these learning strategies. In software development, the Capability Maturity Model ® is used as process improvement model for software development. Can the model be adapted to provide a model for improving learning? A model is proposed based on the principles of the Capability Maturity Model ®. It is designed to encourage the learner to reflect on their learning and to evaluate the effectiveness of their learning. © 2006, Australian Computer Society, Inc.},
keywords={Capability maturity;  Learning outcomes;  Learning process;  Learning requirements;  Learning strategies;  Task representation},
keywords={Capability maturity;  Learning outcome;  Learning process;  Learning requirements;  Learning strategy;  Task representation, Education computing;  Software design, Learning systems},
references={Allen, R.E., (1990) The concise Oxford dictionary of current English, , Oxford, Claredon Press; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, , (Eds.) Addison Wesley Longman; Angelo, T.A., Cross, K.P., (1993) Classroom assessment techniques: A handbook for college teachers, , San Francisco, Jossey-Bass Publishers; Astels, D., (2003) Test-driven development: A practical guide, , Upper Saddle River, Prentice Hall PTR; Beck, K., (2000) Extreme programming explained: Embrace change, , Boston, Addison Wesley Longman; Beck, K., (2003) Test-driven development by example, , Boston, MA, Addison Wesley; Biggs, J.B., (1999) Teaching for quality learning at University, , Buckingham, Open University Press; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York, Academic Press; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of educational objectives Handbook 1: cognitive domain, , London, Longman Group Ltd; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How people learn: brain, mind, experience, and school, , (Eds.) Washington, National Academy Press; Brown, A.L., Knowing when, where, and how to remember: A problem of metacognition (1978) Advances in instructional psychology, , Glaser, R. (Ed.) Hillsdale, NJ, Lawrence Erlbaum Associates; Brown, A.L., Metacognition, executive control, self-regulation, and other more mysterious mechanisms (1987) Metacognition, motivation, and understanding, , Weinert, F. E. & Kluwe, R. H. (Eds.) Hillsdale, NJ, Lawrence Erlbaum Associates; Chrissis, M.B., Kourad, M., Shrum, S., (2003) CMMI Guidelines for process integration and product improvement, , Boston, Addison Wesley; (2002), CMMI Product Team CMMI SM for systems engineering/software engineering/integrated product and process development/supplier sourcing, version 1.1 (CMMI-SE/SW/IPPD/SS, V1.1) staged representation. Pittsburgh, PA, Software Engineering Institute, Carnegie Mellon University; Costa, A.L., Liebmann, R.M., (1996) Envisioning process as content: Toward a renaissance curriculum, , (Eds.) Thousand Oaks, CA, Corwin Press Inc; Covey, S.R., (1990) The seven habits of highly effective people, , New York, Simon and Schuster; Covey, S.R., Merrill, A.R., Merrill, R.R., (1994) First things first: to live, to love, to learn, to leave a legacy, , New York, Simon and Schuster; Facione, P.A., (1990), Critical thinking; A statement of expert consensus for purposes of educational assessment and instruction, research findings and recommendations. Fullerton; Firesmith, D.G., Henderson-Sellers, B., (2002) The OPEN process framework: An introduction, , London, Addison Wesley; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive-development inquiry (1979) American Psychologist, 34, pp. 906-911; Goldratt, E.M., (1990) Theory of constraints: What is this thing called Theory of Constraints and how should it be implemented?, , New York, North River Press; Goldratt, E.M., Cox, J., (1993) The goal: a process of ongoing improvement, , Aldershot, Gower Publishing; Harri-Augstein, S., Thomas, L., (1991) Learning conversations: The self-organised learning way to personal and organisational growth, , London and New York, Routledge; Henderson-Sellers, B., Unhelkar, B., (2000) OPEN modeling with UML, , Addison Wesley; Humphrey, W.S., (1995) A discipline for software engineering, , Reading, MA, Addison Wesley Longman; Humphrey, W.S., (1997) Introduction to the personal software process (tm), , Reading, MA, Addison Wesley Longman; Hunt, L.M., Approaches to learning: The selection and use of learning strategies (1995), Palmerston North, Massey University; Kegan, R., What "form" transforms? A constructive-developmental approach to transformative learning (2000) Learning as transformation: critical perspectives on a theory in progress, , Mezirow, J. & Associates (Eds.) 1st ed. San Francisco, Jossey-Bass; King, P.M., Kitchner, K.S., (1994) Developing reflective judgement: understanding and promoting intellectual growth and critical thinking in adolescents and adults, , San Francisco, Jossey-Bass Inc; Mezirow, J., (1991) Transformative dimensions of adult learning, , San Francisco, Jossey-Bass Publishers; Mezirow, J., Learning to think like an adult: Core concepts of transformation theory (2000) Learning as transformation: critical perspectives on a theory in progress, , Mezirow, J. & Associates (Eds.) 1st ed. San Francisco, Jossey-Bass; Murray-Harvey, R., Keeves, J.P., Student's learning processes and progress in higher education (1994), New Orleans, LA, American Educational Research Association; Paulk, M.C., Curtis, B., Chrissis, M.B., Weber, C.V., (1993) Capability maturity modelling, , Capability maturity model SM for software version 1.1. Pittsburgh, PA, Carnegie Mellon University; Pennington, N., Comprehension strategies in programming (1987) Empirical studies of programmers: Second Workshop, , Olson, G. M., Sheppard, S. & Soloway, E. (Eds.) Norwood, NJ, Ablex Publishing; Perry Jr., W.G., (1968) Forms of intellectual and ethical development in the college years: A scheme, , Fort Worth, Harcourt Brace Jovanovich College Publishers; Polanyi, M., (1958) Personal knowledge: towards a postcritical philosophy, , Chicago, Routledge and Kegan Paul Ltd; Poppendieck, M., (2003), Toward a new definition of maturity; Poppendieck, M., Poppendieck, T., (2003) Lean software development: An agile toolkit, , Boston, Addison Wesley; Ramsden, P., (2003) Learning to teach in higher education, , London, Routledge Falmer; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13, pp. 137-172; Schön, D.A., (1983) The reflective practitioner: how professionals think in action, , New York, Basic Books; Senge, P., Kleiner, A., Roberts, C., Ross, R., Smith, B., (1994) The fifth discipline fieldbook, strategies and tools for building a learning organization, , London, Nicholas Brealey Publishing; Soloway, E., Adelson, B., Ehrlich, K., Knowledge and processes in the comprehension of computer programs (1988) The nature of expertise, , Chi, M. T. H., Glaser, R. & Farr, M. J. (Eds.) Hillsdale, NJ, Lawrence Erlbaum Associates; Thompson, E., Towards a learning process maturity model (2004) Workshop 2004, , Freyberg, C., Hartmann, S., Kaschek, R., Kinshuk, Schewe, K.-D. & Turull Torres, J. M. (Eds.) PhD Palmerston North, Department of Information Systems, Massey University; Valacich, J.S., George, J.F., Hoffer, J.A., (2001) Essentials of systems analysis and design, , Upper Saddle River, NJ, Prentice Hall; Webb, G., Contesting learning theory: a response to Entwistle and Ekeblad (1997) Higher Education, 33, pp. 225-230; Webb, G., Deconstructing deep and surface: Towards a critique of phenomenography (1997) Higher Education, 33, pp. 195-212; Whitten, J.L., Bentley, L.D., Dittman, K.C., (2001) Systems analysis and design methods, , Boston, MA, Richard D Irwin, McGraw-Hill},
correspondence_address1={Thompson, E.; Department of Information Systems, PO Box 756, Wellington 6000, New Zealand; email: E.L.Thompson@massey.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Goldstein2005223,
author={Goldstein, C. and Leisten, S. and Stark, K. and Tickle, A.},
title={Using a Network Simulation Tool to engage students in Active Learning enhances their understanding of complex data communications concepts},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={223-228},
note={cited By 23; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873519893&partnerID=40&md5=e9efc5d70eb4efaf1da0001fe2b4209f},
affiliation={School of Software Engineering and Data Communication, Queensland University of Technology, GPO Box 2434, Brisbane, QLD 4001, Australia},
abstract={Computer networking concepts can be difficult to understand and teach as they frequently relate to complex and dynamic processes which are not readily visible or intuitive and are therefore problematic to conceptualise. Consequently teachers often incorporate simulation or visualisation tools to support the learning process, but often in a superficial way and without evaluating their effectiveness. To tackle this issue we designed the practical sessions in a 2nd year undergraduate networking unit to use a network simulation tool, Packet Tracer TM, to facilitate active learning by providing an analytical, problem solving and evaluation framework. To then evaluate the effectiveness of using Packet Tracer TM in this way, students were assessed before and after participating in one specific practical session. Measured results showed a marked improvement in student understanding of the topic presented (VLANs). We show that the use of the simulation tool, not merely to demonstrate concepts, but to also provide feedback and guidance enhanced deep learning. © 2005, Australian Computer Society, Inc.},
keywords={Active learning;  Data communication;  Evaluation;  Simulation;  Teaching},
keywords={Active Learning;  Complex data;  Computer networking;  Data-communication;  Deep learning;  Dynamic process;  Evaluation;  Evaluation framework;  Learning process;  Measured results;  Network simulation tools;  Simulation, Computer networks;  Convolutional codes;  Teaching;  Tools, Students},
references={Biggs, J.B., Teaching for quality learning at university: what the student does (1999) Buckingham England Philadelphia, Society for Research into Higher Education, , Open University Press; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Report No. 1. Washington, DC, , The George Washington University; Cameron, B., Effectiveness of simulation in a hybrid online networking course (2003) Quarterly Review of Distance Education, 4 (1), p. 51; Carbone, A., Kaasbøll, J.J., A survey of methods used to evaluate computer science teaching (1998) Paper presented at the Annual Joint Conference Integrating Technology into Computer Science Education, , Dublin City Univiversity, Ireland; Ehrmann, S.C., Asking the Right Question: What Does Research Tell Us About Technology and Higher Learning? (1995) Change, 27 (2), p. 8; Gatto, D., The use of interactive computer simulations in training (1993) Australian Journal of Educational Technology, 9 (2), pp. 144-156; Gurka, J.S., Citrin, W., Testing effectiveness of algorithm animation (1996) Proc. The IEEE Symposium on Visual Languages, , Boulder, Colorado, USA; Jensen, D., Self, B., Rhymer, D., Wood, J., Bowe, M., A rocky journey toward effective assessment of visualization modules for learning enhancement (2002) Engineering Mechanics. Educational Technology & Society, 5 (3), pp. 150-162; Laurillard, D., Rethinking university teaching a conversational framework for the effective use of learning technologies (2nd ed.) (2000), London New York, Routledge/Falmer; Mayer, R.E., Heiser, J., Lonn, S., Cognitive constraints on multimedia learning: When presenting more material results in less understanding (2001) Journal of Educational Psychology, 93, pp. 187-198; Naps, T., R̈ßling, G., Exploring the role of visualisation and engagement in computer science education: ITiCSE 2002 working group report (2002) ACM SIGCSE Bulletin, 35 (2); Perkins, D., Salomon, G., Transfer of Learning (1992) International Encyclopedia of Education, , (2nd ed.). Oxford, Pergamon Press; Reeves, T.C., Hedberg, J.G., Interactive Learning Systems Evaluation (2003) Englewood Cliffs, , N.J, Educational Technology Publications; Salomon, G., (2000), http://construct.haifa.ac.il/~gsalomon/edMedia2000.html, July 11, 2000): It's not just the tool, but the educational rationale that counts. Keynote address at Ed-Media 2000, Montreal. Accessed July 24, 2004; Yaverbaum, G., Nadarajan, U., Learning basic concepts of telecommunications: an experiment in multimedia and learning (1996) Computers & Education, 26 (4), pp. 215-224},
correspondence_address1={Goldstein, C.; School of Software Engineering and Data Communication, GPO Box 2434, Brisbane, QLD 4001, Australia; email: c.goldstein@qut.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Wright2005187,
author={Wright, T. and Noble, J. and Marshall, S.},
title={Using a System of Tutorials and Groups to Increase Feedback and Teach User interface design},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={187-192},
note={cited By 0; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873510961&partnerID=40&md5=b96eb8a2c50a1dff0b671d8cf5f3dea4},
affiliation={School of Mathematics, Statistics and Computer Science, Victoria University of Wellington, PO Box 600, Wellington, New Zealand},
abstract={Offering a new course on user-interface design presents several problems for a Computer Science department. As well as building student competency in user interface design and user interface evaluation, the course must give timely feedback to students while ensuring that staff and student workload remains manageable. We developed a course that uses a novel system of tutorials and group work to increase feedback about design to students and control both staff and student workload. We plan to extend this approach to other courses where design and group work are important components. © 2005, Australian Computer Society, Inc.},
keywords={Group work;  Project work;  Usage-centred design;  User interface design},
keywords={Group work;  Interface evaluation;  Project work;  Timely feedback;  User interface designs, Curricula;  Design;  Teaching;  User interfaces, Students},
references={Barnes, J., Leventhal, L., Turning the tables: Introducing software engineering concepts in a user interfce design course (2001) SIGCSE'01, pp. 214-218; Constantine, L.L., Lockwood, L.A.D., (1999) Software For Use, , Addison Wesley; Cooper, A., Reimann, R., (2003) About Face 2.0: The Essentials of Interaction Design, , Wiley; Drury, H., Kay, J., Losberg, W., Student satisfaction with groupwork in undergraduate computer science do things get better? (2003) Fifth Australasian Computing Education Conference (ACE2003)', Vol. 20 of Conferences in Research and Practice in Information Technology, pp. 77-85. , T. Greening & R. Lister, eds, ACS, Adelaide, Australia; Hartfield, B., Winograd, T., Bennett, J., Learning hci design: mentoring project groups in a course on human-computer interaction (1992) Proceedings of the twenty-third SIGCSE technical symposium on Computer science education, pp. 246-251. , ACM Press; Leventhal, L.M., Barnes, J., Chao, J., Term project user interface specifications in a usability engineering course: challenges and suggestions (2004) Proceedings of the 35th SIGCSE technical symposium on Computer science education, pp. 41-45. , ACM Press; Myers, B.A., Rosson, M.B., Survey on user interface programming (1992) SIGCHI'92, pp. 195-202. , ACM, New York, Monterey, Ca; Newman, I., Daniels, M., Faulkner, X., Open ended group projects a 'tool' for more effective teaching (2003) Fifth Australasian Computing Education Conference (ACE2003)', Vol. 20 of Conferences in Research and Practice in Information Technology, pp. 95-103. , T. Greening & R. Lister, eds, ACS, Adelaide, Australia; Nielsen, J., (1993) Usability Engineering, , Morgan Kauffman; Noble, J., Marshall, S., Marshall, S., Biddle, R., Less extreme programming (2004) ACE 2004 Proceedings, , Preece, Rogers & Sharp Interaction Design, Wiley; Rettig, M., Prototyping for Tiny Fingers (1994) Communications of the ACM, 37 (4), pp. 21-27; Rosson, M.B., Carroll, J.M., Rodi, C.M., Case studies for teaching usability engineering (2004) Proceedings of the 35th SIGCSE technical symposium on Computer science education, pp. 36-40. , ACM Press; Snyder, C., (2003) Paper Prototyping, , Morgan Kaufmann Publishers; Suchman, L., (1987) Plans and Situated Actions: The Problem of Human-Machine Communication, , Cambridge: Cambridge University Press},
correspondence_address1={Wright, T.; School of Mathematics, Statistics and Computer Science, PO Box 600, Wellington, New Zealand; email: tim@mcs.vuw.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{vonKonsky2005193,
author={von Konsky, B.R. and Ivins, J. and Robey, M.},
title={Using psp to evaluate student effort in achieving learning outcomes in a software engineering assignment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={193-201},
note={cited By 5; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873493181&partnerID=40&md5=4aa7931cbf9241a376d8742e90ed8140},
affiliation={Curtin University of Technology, Department of Computing, GPO Box U1987, Perth 6845, WA, Australia},
abstract={The goal of this study was to measure the effort expended by students during a major assignment in a third year software engineering subject. The purpose was to evaluate whether students were expending effort on activities not related to the stated learning outcomes, and to determine whether the assessment pattern and assignment scope were appropriate. The principal learning outcome was the ability to model system state using the Unified Modelling Language, Ward and Mellor Data Flow Diagrams, and Z. Another outcome was the ability to show that system models expressed in these notations were valid and consistent. Students kept Personal Software Process (PSP)SM logs to record effort expended on all assignment activities. Student opinions regarding learning outcome attainment and the accuracy of PSP data were evaluated using an anonymous questionnaire. A total of 148 students reported spending an average of 24.9 hours working on the assignment and achieved an average mark of 62.6%. Bachelor of Engineering (Software Engineering) students generally achieved a better mark, while expending less effort than Bachelor of Science students studying Computer Science or Information Technology. Surprisingly, however, there was no correlation between effort and mark. Excessive time recorded in the PSP logs of some students, the large standard deviation (s = 12.6 hours), and the large number of outliers in the data suggest that many students either did not take the PSP seriously, or did not use time efficiently and were distracted by factors unrelated to the intended learning outcomes. Other potentially more efficient modes of assessment and feedback are discussed. © 2005, Australian Computer Society, Inc.},
keywords={DFD;  Learning outcomes;  PSP;  UML;  Z},
keywords={DFD;  Learning outcome;  PSP;  UML;  Z, Education computing;  Information technology;  Software engineering;  Unified Modeling Language, Students},
references={Douglass, B.P., Chapter 1: Introduction to Real-Time Systems and Objects (2000) Real-Time UML: Developing Efficient Objects for Embedded Systems, pp. 1-47. , 2nd ed., ISBN 0-201-65784-8; Ferguson, P., Humphrey, W.S., Khajenoor, S., Macke, S., Matvya, A., Results of applying the personal software process (1997) IEEE Computer, 30 (5), pp. 24-31; Humphrey, W.S., (1995) A Discipline for Software Engineering, , Sydney, Addison-Wesley, ISBN 0201546108; Humphrey, W.S., (2000) Introduction to the Personal Software Process, , Sydney, Addition-Wesley, ISBN 0201548097; Johnson, P.M., Disney, A.M., The personal software process: a cautionary case study (1998) IEEE Software, 15 (6), pp. 85-88; Nissanke, N., (1999) Formal Specification: Techniques and Applications, , Springer-Verlag, ISBN 1-85233-002-3; Sillitti, A., Janes, A., Succi, G., Veernazza, T., Collecting, integrating and analyzing software metrics and personal software process data (2003) Proc. 29th Euromicro Conference, pp. 336-342; Syu, I., Salimi, A., Towbidnejad, M., Hilburn, T., A web-based system for automating a disciplined personal software process (PSP) (1997) Proc. 10th Conference on Software Engineering Education &amp; Training, pp. 86-96. , Virginia Beach, USA; von Konsky, B., Robey, M., Nair, S., Integrating design formalisms in software engineering education (2004) Proc. 17th Conference on Software Engineering Education and Training, pp. 78-83. , Norfolk, USA; Ward, P.T., Mellor, S.J., (1985) Structured Development for Real-Time Systems, Volume 1: Introduction and Tools, , Prentice Hall, ISBN 0-13-854787-4; Wohlin, C., Is prior knowledge of a programming language important for software quality? (2002) International Symposium on Empirical Software Engineering, pp. 27-34; Zhong, X., Madhavji, N.H., El Emmam, K., Critical factors affecting personal software processes (2000) IEEE Software, 17 (6), pp. 76-83},
correspondence_address1={von Konsky, B.R.; Curtin University of Technology, GPO Box U1987, Perth 6845, WA, Australia; email: bvk@cs.curtin.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McDonald2000174,
author={McDonald, P.G.},
title={Using algorithm animations to assist teaching state space search: An empirical evaluation},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={174-181},
doi={10.1145/359369.359395},
note={cited By 0; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028947678&doi=10.1145%2f359369.359395&partnerID=40&md5=7d30d4005f70fd06232fba606c71ea03},
affiliation={Department of Computer Science, Royal Melbourne Institute of Technology, GPO Box 2476V, Melbourne, VIC  3001, Australia},
abstract={Traditional laboratory activities for students trying to develop a deep understanding of state space search methods involves them working at programming implementations of search methods. This study aimed to determine if interactive algorithm animations of search methods would make a suitable alternative laboratory activity. The specific hypotheses investigated were: (i) the animation group would develop at least as good an overall understanding of state space search methods; (ii) the animation group would develop a deeper understanding of state space search concepts pertaining to qualitative characteristics of search methods and the relationship between search methods. The basic experimental method adopted was a classical empirical quantitative evaluation Involving 30 participants divided into one control group and one experimental group. All participants attended the same lecture presentations on state space search methods, but were split into distinct groups for undertaking the laboratory activities. Results provided good evidence that the animation laboratory activity was at least as effective as traditional programming activities in aiding understanding of state space search methods, and that the animation group students developed a deeper understanding of one aspect of state space search methods. © 2000 ACM.},
keywords={AI Education;  Algorithm Animation;  Empirical Evaluation; State Space Search Methods},
keywords={Animation;  Laboratories, Algorithm animation;  Empirical evaluations;  Experimental methods;  Interactive algorithms;  Programming activities;  Qualitative characteristics;  Quantitative evaluation;  State space search methods, Students},
references={Brown, M.H., (1988) Algorithm Animation, , MIT Press, Cambridge; Bryne, M., Catrambone, R., Stasko, J., (1996) Do Algorithm Animations Aid Learning?, , Tech. Eep. GIT-GVU-96-18, College of Computing, Georgia Institute of Technology, Atlanta, GA., USA; Jih, H., Reeves, T., Mental models: A research focus for interactive learning systems (1992) Educational Technology Research and Development, 40 (3), pp. 39-53; Lawrence, A., Badre, A., Stasko, J., Empirically evaluating the use of animations to teach algorithms (1994) Proceedings of the 1994 IEEE Symposium on Visual Languages, pp. 48-54. , October; McDonald, P., (1998) An Empirical Evaluation of Algorithm Animations As An Instructional Aid for Teaching State Space Search Methods, , Masters (Minor) Thesis, Email: pmcd@cs.nnit.edu.au; Stasko, J., (1996) Using Student-built Algorithm Animations As Learning Aids. Tech. Rep. GIT-GVU-96-19, College of Computing, , Georgia Institute of Technology, Atlanta, GA., USA; Stasko, J., Badre, A., Lewis, C., Do algorithm animations assist learning? An empirical study and analysts (1993) Proceedings of ACM INTER-CH199 Conference on Human Factors in Computing Systems, pp. 61-66. , Understanding Programming; Wilson, J., Aiken, R., Review of animation systems for algorithm understanding (1996) Integrating Technology into Computer Science Education},
correspondence_address1={McDonald, P.G.; Department of Computer Science, GPO Box 2476V, Australia; email: pmcd@cs.rmit.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Evered2000103,
author={Evered, M. and Monger, G.},
title={Using and teaching information hiding in single-semester software engineering projects},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={103-108},
doi={10.1145/359369.359383},
note={cited By 2; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-0037571546&doi=10.1145%2f359369.359383&partnerID=40&md5=9d1eee812f34f089c321dca3b553f85e},
affiliation={School of Mathematical and Computer Sciences, University of New England, Armldale, 2351, Australia; Department of Computer Structures, University of Ulm, Ulm, 89069, Germany},
abstract={The information-hiding principle is recognised as one of the fundamental principles of software engineering. This paper reports on two kinds of experience the authors have gained in using and teaching information hiding in software engineering projects. The first relates to the enormous practical and pedagogical advantages of taking a strict approach. The second is the surprising lack of support for such an approach in the object-oriented programming languages commonly used for such projects. © 2000 ACM.},
keywords={Education;  Software engineering;  Teaching, Fundamental principles;  Information hiding;  Software engineering projects, Object oriented programming},
references={Agesen, O., Freund, S.N., Mitchel, J.C., Adding Type Parameterization to the Java Language (1997) Proc. OOPSLA∗97, pp. 49-65; Cook, W.R., Hill, W.L., Canning, P.S., Inheritance is Not Subtyping (1990) Proc. 17th ACM Symposium on Principles of Programming Languages, pp. 125-135. , San Francisco CA; Evered, M., Keedy, J.L., Schrnolitzky, A., Menger, G., Genja: A New Proposal for Genericity in Java (1997) Proc. Conference on Technology of Object-Oriented Languages and Systems, 25, pp. 181-193. , Melbourne; Evered, M., Menger, G., (1999) Very High Level Programming with Collection Components Proc. Conf. on Technology of Object-Oriented Languages and Systems, 29. , Nancy; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1995) Design Patterns: Elements of Reusable Object-Oriented Software, , Reading, MA.: Addison-Wesley Publishing Company; Gosling, J., Joy, B., Steele, G., (1996) The Java Language Specification, , Reading MA: Addison-Wesley; http://www.javasoft.com/products/jSki1..2/docs/api/java/util/package-simrmary.htrnl2000; Liskov, B., (1987) Data Abstraction and Hierarchy Proc. OOPSLA∗87 (Addendum), , Orlando, Florida; LaLonde, W., Pugh, J., Subclassing∗ Subtyping},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Verbyla199827,
author={Verbyla, J. and Roberts, G.},
title={Web technology as curriculum},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={27-34},
doi={10.1145/289393.289399},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029602246&doi=10.1145%2f289393.289399&partnerID=40&md5=5621540d93b0ebcd7f78c7023fc58841},
affiliation={Department of Computer Science, Hinders University of South Australia, GPO Box 2100, Adelaide, SA  5001, Australia},
abstract={The great diversity of paradigms which underpin the Web's functionality presents a challenge to the course designer and teacher of any topic covering Web technology. In this paper we report on our efforts to address the challenge of designing and delivering such a topic. We focus in particular on the subject of CGI programming. The contrast between CGI programming and the "traditional" programming of most undergraduate programming topics clearly illustrates the complexity, constraints and multiple issues that have to be dealt with in teaching Web Technology. Students need sufficient depth of knowledge in several key areas in order to be able to become proficient in the relevant techniques. Not withstanding, breadth of coverage is still required given the plethora of techniques associated with the Web. This is in stark contrast with the teaching of a traditional Computer Science programming course where depth in a narrow area is the norm. © 1998 ACM.},
keywords={Computer programming;  Curricula;  Education;  Education computing, Multiple issue;  Programming course;  Traditional computers;  Web technologies, Teaching},
references={Ford, A., Dixon, T., (1996) Spinning the Web, , 2nd edition, Thomson Computer Press; (1997) Integrating Technology into Computer Science Education, , http://www.acm.org/pubs/c0ntents/proceedings/cse/268819/index.html, ItiCSE'97, ACM; Stein, L., (1997) How to Set up and Maintain a Web Site, , Addison Wesley Longman; Ramakrishnan, S., Rao, B.M., Classroom projects on database connectivity and the Web, SIGCSE'97 (1997) Proceedings of the Twenty-eighth SIGCSE Technical Symposium on Computer Science Education, 29 (1), pp. 116-120. , ACM SIGCSE Bulletin, (March); Verbyla, J., The web with relevance (1997) The Proceedings of the Second Australasian Conference on Computer Science Education, pp. 1-6. , ACM; Verbyla, J., The seven habits of effective web-managers (1997) Proceedings of Aus Web97, the Third Australian World Wide Web Conference, , http://ausweb.scu.edu.au/proceedings/verbyla/index.html; Weiss, M.A., Experiences teaching data structures with Java (1997) SIGCSE'97. Proceedings of the Twenty-eighth SIGCSE Technical Symposium on Computer Science Education, 29 (1), pp. 164-168. , ACM SIGCSE Bulletin, March; Teaching & learning with the Web: Learning from the Past Proceedings of Conference Workshop, , http://www.epcc.ed.ac.uk/WWW6workshop/, WWW'96},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Holzer199867,
author={Holzer, M. and Quenzer, M.},
title={VisA: Towards a students' green card to automata theory and formal languages},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={67-75},
doi={10.1145/289393.289405},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957892104&doi=10.1145%2f289393.289405&partnerID=40&md5=add2516b0977e0dcdad73681dd66fe0a},
affiliation={Wilhelm-Schickard Institut Für Informatik, Universität Tübingen, Sand 13, Tübingen, D-72076, Germany},
abstract={We describe the software package VisA (Visualized Automata and Formal Languages) which will be part of an Internet tutorial for an undergraduate course on automata and formal language theory. Compared to already existing tools in this area, which only explain automata and their functioning, VisA is also able to visualize constructions step-by-step, e.g., the conversion of nondeterministic finite automata into deterministic ones, the conversion of finite automata into regular expressions and vice versa. © 1998 ACM.},
keywords={Education computing;  Finite automata;  Formal languages;  Teaching, Automata and formal languages;  Nondeterministic finite automaton;  Regular expressions;  Undergraduate Courses, Education},
references={Alberti, M.A., Instructional software for the theory of computation (1990) Proceedings of the 7th International Conference on Technology and Education, , Brussels, Belgium; Cassel, B., Davies, G., (1996) Integrating Technology into Computer Science, 28. , editors., of ACM SIGCSE Bulletin. ACM; De Sanchez, A.D.I., De Castro, I.F., Proceedings of the 3rd International Conference on Computer Aided Learning and Instruction in Science and Enginieering, (1108). , editors., in LNCS, San Sebastian, Spain, July 1956. Springer; Dickie, G.A., (1996) About IDVL [Online], , http://www.geom.unm.edu/java/idvi/octo-ber, Available; Grinder, M., (1996) Dynaiab Finite State Automaton Applet, , http://www.cs.montana.edu/~dynalab/fsa/fsa.html, [Online]. Available: September; Hopcroft, J.E., Ullman, J.D., (1979) Introduction to Automata Theory, Languages and Computation, , Addison-Wesley; Ierardi, D., Li, T.-W., (1996) Animating Algorithms, I-Interactive Animations of Several Types of Binary Search Trees, , http://langevin.usc.edu/BST/.April, [Online]. Available; Joyce, D.E., (1997) Euclid's Elements I-XIII, , http://alephO.clarku.edu/~djoyce/java/elements/elements.html, [Online]. Available: Juni; Lauer, H., (1997) GraVis-A Dynamically Extensible Platform for Interactive Graph Algorithms, , Technical Report WSI-97-4, Wilhelm-Schickard- Institut fiir Informatik, Universitat Tubingen, Sand 13, D-72076 Tubingen, Germany; Matz, A., Miller, A., Potthoff, A., Thomas, W., Valkema, E., (1995) Report on the Program AMoRE, , Report 9507, Institut fur Informatik und Praktische Mathematik, Christian- Albrechts-Universitat Kiel, Germany; Michail, A., Teaching binary tree algorithms through visual programming (1996) Symposium on Visual Languages, pp. 38-45. , http://www.cs.Washington.edu/homes/amir/Opsis.html, IEEE, September, [Online]. Available; Quenzer, M., Entwicklung und Implementation eines elektro- nischen Tutorials fur die Grundlagen der Au-Tomatentheorie. Diplomarbeit (in German) (1998) Suddeutsche Fachhochschule Fur Berufstatige, , Interaktive Hypermedia Teachware fur das World Wide Web-Konzeption, Lahr, Germany, In preparation; Raymond, D., Wood, D., Grail: A C++ library for automata and expressions (1994) Journal of Symbolic Computation, 17, pp. 341-350. , pages; Rodger, S.H., Integrating hands-on work into the formal language course via tools and programming (1996) Proceedings of the 1st International Workshop on Implementing Automata, (1260), pp. 132-148. , D. Raymond, D. Wood and S. Yu (editors), in LNCS, London, Ontario, Canada, August, Springer; Ross, R., Education forum: Animating finite state automata, having fun with theory (1997) SIGACT News, 28 (1), pp. 13-14. , March; Noord, G.V., FSA utilities: A toolbox to manipulate finite-state automata Proceedings of the 1st International Workshop on Implementing Automata, pp. 87-108. , D. Raymond, D. Wood and S. Yu (editors), number 1260 in LNCS, London, Ontario, Canada, August 1996. Springer; Wood, D., (1987) Theory of Computation, , John Wiley & Sons},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Kay1998121,
author={Kay, J. and Kummerfeld, B.},
title={User interface design and programming for computer science majors},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={121-126},
doi={10.1145/289393.289412},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873461539&doi=10.1145%2f289393.289412&partnerID=40&md5=ef80d4a871d9d145fbc9c1502ba58d2b},
affiliation={Department of Computer Science, Universityof Sydney, Australia},
abstract={A Computer Science major programme typically has far more material than can be fitted into the mailable time. This paper describes an innovative course that combines study of human-computer interaction with advanced programming techniques and the use of user interface construction tools. The course interweaves the learning of several programming tools for interface construction with the development of knowledge and skills in the design of user interfaces. We describe the rationale for the course design, our evaluation of student learning and the response to the course. © 1998 ACM.},
keywords={Computer programming;  Curricula;  Education;  Education computing;  Human computer interaction;  Software design, Course design;  Evaluation of student learning;  Programming technique;  Programming tools;  User interface designs, User interfaces},
references={Baecker, R., Buxton, W., (1987) Readings in Human-computer Interaction: A Multidisciplinary Approach, , Baecker, Morgan Kaufmann (1987); Borenstein, N.S., Programming as if people mattered: Friendly programs (1991) Software Engineering, and other Noble Delusions, , Borenstein 1991., Princeton University Press, Princeton, New Jersey; Dix, A., Finlay, J., Abowd, G., Beale, R., (1993) Human-computer Interaction, , Dix 1993., Prentice Hall; Galitz, W., (1993) User-interface Screen Design, , Galitz 1993. QED Pub. Group; Greenberg, S., (1996) Teaching Human Computer Interaction to Programmers, , Greenberg, Research report 96/582/02, Department of Computer Science, University of Calgary (1996); Howard, S., What do user interface designers say they need to know about HCI? (1993) OZCHI'93, , Howard 1993., Canberra Australia; Kernighan, B.W., Pike, R., (1984) The Unix Programming Environment, , Kemighan, Prentice-Hall (1984); Levwis, C., Rieman, J., (1996) Task-Centered User Interface Design, , ftp.cs.colorado.eduin:/pub/cs/dis-Tribs/clewis/HCI-Design-Book, Lewis, (1996); Mayhew, D.J., (1992) Principles and Guidelines in Software User Interface Design, , Mayhew, Prentice Hall (1992); (1995) William Newman and Michael Lamming in Interactive System Design, , Newman, Addison-Wesley (1995); Ousterhout, J.K., (1993) TCL and the TK Toolkit, , Ousterhout, Addison- Wesley (1993); Lachlan, P., (1996) GraphApp, , http://www.cs.su.oz.aurioki/graphapp, Patrick, 1996; Preece, J., Rogers, Y., Sharp, H., Benyon, D., Holland, S., Carey, T., (1994) Human-computer Interaction, , Preece, Addison-Wesley (1994; Rossum, G.V., Boer, J.D., Interactively testing remote servers using the python programming language (1991) CWI Quarterly, 4 (4). , Rossum 1991; ACM SIGCHI, Curricula for Human-Computer Interaction, , http://www.acm.org/sigchi/cdg/cdg3.html, SIGCHI; Thimbleby, H., (1990) User Interface Design, , Thimbleby, Addison- Wesley (1990); Winograd, T., Flores, F., (1991) Understanding Computers and Cognition, , Winograd 1991., Ablex},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Wu1998180,
author={Wu, C.-C. and Lee, G.C. and Lin, J.M.-C.},
title={Visualizing programming in recursion and linked lists},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={180-186},
doi={10.1145/289393.289419},
note={cited By 6; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957932061&doi=10.1145%2f289393.289419&partnerID=40&md5=ba77e312515c319f0a410c0c4c2aa1ef},
affiliation={Department of Information and Computer Education, National Taiwan Normal University, No. 162, Sec. 1, Ho-Ping East Road, Taipei, 106, Taiwan},
abstract={In this paper we present the new versions of two software packages, SimLIST and SimRECUFL The new user interface and the added visualizing programming feature of the software are described. Closed-lab exercise using SimLIST was conducted to better understand the suitability of using such software as visualization tools. The results of a survey after the lab exercise give indications that this hands-on approach to learning abstract concepts is a step in the right direction. © 1998 ACM.},
keywords={Education;  Education computing;  User interfaces, Abstract concept;  Recursions;  Visualization tools, Computer software},
references={Rieber, L.P., A historical review of visualization in human cognition (1995) Educational Technology Research and Development, 43 (1), pp. 45-66; Ronen, M., Langley, D., Ganiel, U., Integrating computer simulations into high school physics teaching (1992) Journal of Computers in Mathematics and Science Teaching, 11 (3), pp. 319-329; Collette, A.T., Chiappetta, E.L., (1994) Science Instruction in the Middle and Secondary Schools, , New York, NY: Macmillan; Tucker, A.B., A summary of the ACM/EEEE-CS joint curriculum task force report: Computing curricula 1991 (1991) Communications of the ACM, 34 (6), pp. 69-84. , chairman; Canas, J.J., Bajo, M.T., Gonzalvo, P., Mental models and computer programming (1994) International Journal of Human-Computer Studies, 40, pp. 795-811; Ross, R.J., Experience with the DYNAMOD program animator (1991) ACM SIGCSE Bulletin, 23 (1), pp. 35-42; Boroni, C.M., Eneboe, T.J., Goosey, R.W., Ross, J.A., Ross, R.J., Dancing with dynalab (1996) ACM SIGCSE Bulletin, 28 (1), pp. 135-139; Guimaraes, M.A.M., Lucena, C.J.P., Cavalcanti, M.R., Experience using the ASA algorithm teaching system (1994) ACM SIGCSE Bulletin, 26 (4), pp. 45-50; Naps, T.L., Algorithm visualization in computer science laboratory (1993) ACM SIGCSE Bulletin, 25 (1), pp. 105-110; Cartereau, M., A tool for operating system teaching (1994) ACM SIGCSE Bulletin, 26 (3), p. 5155; Boroni, C.M., Goosey, F.W., Grinder, M.T., Ross, R.J., Wissenbach, P., WebLab! A universal and interactive teaching, learning, and laboratory environment for the World Wide Web (1997) ACM SIGCSE Bulletin, 29 (1), pp. 199-203; Boroni, C.M., Goosey, F.W., Grinder, M.T., Ross, R.J., A paradigm shift! The Internet, the web, browsers, Java, and the future of computer science education (1998) ACM SIGCSE Bulletin, 30 (1), pp. 145-152. , 1998; Wu, C.-C., Lin, J.M.-C., Hsu, I.Y.-W., Closed laboratories using SimLIST and SimRECUR (1997) Computers Education, 28 (1), pp. 55-64; Mayer, R.E., Can advance organizers influence meaningful learning? (1979) Review of Educational Research, 49, pp. 371-383; Mayer, R.E., The psychology of how novices learn computer programming (1981) Computing Surveys, 13, pp. 121-141; Mayer, R.E., Cognitive aspects of learning and using a programming language (1987) Interfacing Thought: Cognitive Aspects of Human-Computer Interaction, pp. 59-79. , J. M. Carroll (Ed.), Cambridge, MA: MIT press; DuBoulay, B., O'Shea, T., Monk, J., The black box inside the glass box: Presenting computing concepts to novices (1981) International Journal of Man-Machine Studies, 14, pp. 237-249; Kahney, H., What do novices know about recursion (1983) Proceedings of the CHI'83 Conference on Human Factors in Computer Systems, pp. 235-239; Wilcocks, D., Sanders, I., Animating recursion as an aid to instruction (1994) Computers and Education, 23 (3), pp. 221-226; Kruse, R.J., On teaching recursion (1982) The Papers of the Thirteen SIGCSE Technical Symposium on Computer Science Education, 14 (1), pp. 92-96; Roberge, J., Suriano, C., Embedding laboratories within the computer science curriculum (1991) The Papers of the Twenty-Second SIGCSE Technical Symposium on Computer Science Education, 23 (1), pp. 6-10; Lin, J.M.-C., Wu, C.-C., Chiou, G.-F., Critical concepts in the development of courseware for CS closed laboratories Proceedings of ACM SIGCSE/SIGCUE Conference on Integrating Technology into Computer Science Education, pp. 14-16. , Barcelona, Spain},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cope1998188,
author={Cope, C. and Horan, P.},
title={Toward an understanding of teaching and learning about information systems},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={188-197},
doi={10.1145/289393.289420},
note={cited By 2; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-18544371407&doi=10.1145%2f289393.289420&partnerID=40&md5=fc54cf351ac3e0bca1249ae76642ca3d},
affiliation={Division of Information Technology, La Trobe University, Bendigo, PO Box 199, Bendigo, 3552, Australia},
abstract={Systems analysts need a sophisticated understanding of the nature of an information system (IS) but they must also recognise and accommodate a variety of understandings among users. New graduates are not well prepared for this tost We have used teaching principles suggested in recent collations of 20 years of phenomenographic research into student learning to structure a study aimed at understanding and improving our teaching and our students' learning about IS. The study draws together important aspects of a phenomenographic perspective on learning, scholarly knowledge about the nature of an IS and the results of a continuing empirical study of our students' learning about IS. Based on our analysis of the results to date, we have proposed a teaching approach and some learning activities likely to improve our students' learning about the nature of an IS. © 1998 ACM.},
keywords={Education computing;  Information systems;  Students, Empirical studies;  Learning Activity;  Student learning;  Systems analysts;  Teaching and learning;  Teaching approaches, Education},
references={Backhouse, J., Land, F., Liebenau, J., On the discipline of information systems (1991) Journal of Information Systems, 1, pp. 19-27; Biggs, J.B., Assessing student approaches to learning (1988) Australian Psychologist, 23 (2), pp. 197-205; Booth, S., On phenomenography, learning and teaching (1997) Higher Education Research and Development, 16 (2), pp. 135-158; Bowden, J.A., The nature of phenomenographic research (1994) Phenomenographic Research: Variations in Method, pp. 43-55. , Bowden, J.A. and Walsh, E. (Eds.). . Melbourne: RMIT; Cope, C.J., Horan, P., Gamer, M., Conceptions of an information system and their use in teaching about IS (1998) Journal of Informing Science, 1, p. 1; Land, F.F., The information systems domain (1992) Information Systems Research: Issues, Methods and Practical Guidelines, pp. 6-13. , R.Galliers (Ed.). Oxford, Blackwell Scientific Publications; Marton, F., Phenomenography -A research approach to investigating different aspects of reality (1986) Journal of Thought, 21, pp. 28-94; Marton, F., Booth, S., The learner's experience of learning (1996) The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling, , DJL Olson & N. Torrance (Eds.), Oxford: Blackwell; Marton, F., Booth, S., (1997) Learning and Awareness, , Mahwah, NJ: Erlbaum; Marton, F., Ramsden, P., What does it take to improve learning? (1988) Improving Learning: New Perspectives, pp. 268-286. , P. Ramsden (Ed.), New York, NY: Nichols Publishing; Prosser, M., Millar, R., The 'how' and 'what' of learning physics (1989) European Journal of Psychology of Education, 4, pp. 513-528; Prosser, M., Trigwell, K., Toward an understanding of individual acts of teaching and learning (1997) Higher Education Research and Development, 16 (2), pp. 241-252; Ramsden, P., Student learning: Improving teaching (1988) Improving Learning: New Perspectives, pp. 13-31. , P. Ramsden (Ed.), New York, NY: Nichols Publishing; Saljo, R., Learning in educational settings: Methods of inquiry (1988) Improving Learning: New Perspectives, pp. 32-48. , P. Ramsden (Ed.). . New York, NY: Nichols Publishing; Tan, M., Establishing mutual understanding in systems design: An empirical study (1994) Journal of Management Information Systems, 10 (4), pp. 159-182; Trigwell, K., Prosser, M., Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes (1991) Higher Education, 22, pp. 251-266; Urquhart, C., Exploring analyst-client communication: Using grounded theory techniques to investigate informal requirements gathering (1997) Information Systems and Qualitative Research, Proceedings of the MP TC8 WG 8.2, pp. 149-181. , Lee, A.S. Liebenau, J. & DeGross, J.I. (Eds.). International Cvonference on Information Systems and Qualitative Research, Philadelphia, Pennsylvania, USA, 31st May-3rd June 1997; Wand, Y., Weber, R., On the deep structure of information systems (1995) Information Systems Journal, 5, pp. 203-223; Weber, R., A neglected aspect of the information systems curriculum: What is an information system? (1996) Proceedings of the Australian Information Systems Curriculum Working Conference, pp. 71-75. , Arnott, D. Dampney, K. & Scollary, A(Eds.). The Australian Debate on Information Systems Curriculum; Winter, M.C., Brown, D.H., Checkland, P.B., A role for soft systems methodology in information systems development (1995) European Journal of Information Systems, 4, pp. 130-142},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Biddle1998127,
author={Biddle, R. and Miller-Wtiams, J. and Tempero, E. and Vaks, E.},
title={Tools to aid learning reusability},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={127-135},
doi={10.1145/289393.289413},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-1642321121&doi=10.1145%2f289393.289413&partnerID=40&md5=9236e66b594abb7a47b7106ecf99e965},
affiliation={School of Mathematical and Computing Sciences, Vlctona University of Wellington, New Zealand},
abstract={Software development can be facilitated by the use of tools within the development environment. In this paper we investigate the use of tools within the development environment to improve learning. Specifically, we are interested in tools that support our approach to teaching design through emphasising reusability. We discuss criteria for evaluating such tools, present prototypes of two tools we have developed, and discuss our experience. © 1998 ACM.},
keywords={Education;  Education computing;  Reusability;  Software engineering, Development environment;  Teaching designs, Software design},
references={Anderson, E., (1995) Dynamic Visualisation of Object Programs Written in C++, , Objective Software Technology Ltd, Software Innovation Centre, 1 Micheal- son Square, Kirkton Campus, Livingston, Scotland, EH54 6QA; Biddle, R., Mercer, R., Cockburn, A., Report on workshop on teaching and learning object design (1996) Addendum to Proceedings Of1996ACM OOPSLA Conference, , San Jose, California, USA, ACM SIGPLAN; Biddle, R., Tempero, E., Explaining inheritance: A code reusability perspective (1996) Proceedings of the Fouventy-Seventh ACM SIGCSE Technical Symposium, , Karl J. Klee (editor), ACM Press, February, Also available as Technical Report CS-TR-95/18; Biddle, R., Tempero, E., (1996) Modeling Units of Reusability, , Technical Report CS-TR-96/19, Victoria University of Wellington, November; Biddle, R., Tempero, E., Understanding the impact of language features on reusability Proceedings of the Fourth International Conference on Software Reuse, , Murali Sitaraman (editor), IEEE Computer Society Press, April 1996. Also available as Technical Report CS-TR-95/17; Biddle, R., Tempero, E., Teaching programming by teaching principles of reusability Journal of Information and Software Technology, , To appear; DePauw, W., Helm, R., Kimelman, D., Vlissides, J., An architecture for visualising the behaviour of object-oriented systems (1993) 1993 Object-Oriented Programming Systems, Languages, and Applications Conference Proceedings, pp. 326-337; Fenwick, S., Hosking, J., Mugridge, W., Cemo-II: A program visualisation system (1994) Technical Report Auckland Computer Science Report No. 87, , University of Auckland, February; Iivari, J., (1996) Why are case tools not used? Communications of the ACM, 39 (10), pp. 94-103. , October; (1995) Teamwork, Version 6.1.2, , Cayenne Software Inc. 8 New England Executive Park, Burlington, MA 01803 USA; Jerding, D.F., Stasko, J.T., Ball, T., Visualising message patterns in object-oriented program executions (1996) Technical Report GIT-GVU-96- 15, , Graphics, Visualisation, and Usability Center. Georgia Institute of Technology, May; Rolling, M., Rosenberg, J., An object- oriented program development environment for the first programming course (1996) Proceedings of the Twenty-Seventh ACM SIGCSE Technical Symposium, pp. 83-87. , Karl J. Klee (editor), ACM Press, February; Libes, D., (1995) Exploring Expect: A TCL-based Toolkit for Automating Interactive Programs, , O'Reilly and Associates; Miller-Williams, J., (1997) A Program Visualisation Tool for Emphasising the Dynamic Nature of Reusability, , Master's thesis, Victoria University of Wellington; Ousterhout, J., (1994) TCL and the TK Toolkit, , Addison- Wesley; (1996) Rational Software Corporation, , Rational Rose/C++: Version 3.0.3 for Solaris; Shneiderman, B., (1998) Designing the User Interface: Strategies for Effective Human-Computer Interaction, , Addison Wesley Longman, third edition; Vaks, E., (1997) A Case Tool for Emphasising Reusability in Object-oriented Program Development, , Master's thesis, Victoria University of Wellington},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McGrath19982,
author={McGrath, G.M. and Offen, R.J.},
title={Undergraduate students and the management-Technology interface: A multi-disciplinary education program},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={2-8},
doi={10.1145/289393.289395},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-0342644906&doi=10.1145%2f289393.289395&partnerID=40&md5=2eb3cae6268e00364806a7e9400b5fb2},
affiliation={CSIRO - Macquarie Joint Research Centre for Advanced Systems Engineering, School of MPCE, Macquarie University, Australia},
abstract={As advanced technologies become increasingly central to our every-day lives, there is a growing awareness on the part of both manufacturers and customers of the importance of 'softer' or 'people- related' issues in the design, development and use of technology-based artefacts. This, however, is poorly reflected at undergraduate level where, within computing and other technology-oriented courses, there tends to be a strong preoccupation with the technology and little emphasis on socio-Technical factors, management theory and group work. Conversely, students taking arts, management and social science courses frequently have Tittle comprehension of the important roles played by technology in modern societies. In this paper, experiences with a novel "Technology Management" course, and its derivatives, that aim to address these problems are reported Emphasis is placed on the various roles played by computer-Assisted teaching and learning. © 1998 ACM.},
keywords={Management teaching;  Socio-Technical;  Technology;  Undergraduate},
keywords={Computation theory;  Computer aided instruction;  Curricula;  Education;  Education computing;  Social sciences computing;  Students;  Teaching;  Technology, Advanced technology;  Computer assisted teachings;  Management technologies;  Multi-disciplinary educations;  Sociotechnical;  Technology managements;  Undergraduate;  Undergraduate students, Engineering education},
references={Abdel-Hamid, T., Madnick, S.E., (1991) Software Project Dynamics: An Integrated Approach, , Prentice- Hall, Englewood Cliffs, NJ; Cotter, R.V., Fritzsche, D.J., (1991) The Business Policy Game: Player's Manual, , Prentice-Hall, Englewood Cliffs, NJ; Constantine, L.L., (1995) Constantine on Peopleware, , Prentice-Hall, Englewood Cliffs, NJ; De Marco, T., (1997) The Deadline, , Dorset House, New York; Larreche, J.C., Gatignon, H., (1990) Markstrat: A Marketing Strategy Simulation, , The Scientific Press, San Francisco; (1994) Getting Started with Ithink: A Hands-On Experience, , HPS, High Performance Systems inc. Hanover, NH; McGrath, G.M., Behavioural issues in information systems design, development and implementation: A process modelling framework (1997) Proceedings of the 3rd Pacific Asia Conference on Information Systems, pp. 793-804. , Brisbane, Australia, 1-5 April; McGrath, G.M., Offen, R.J., Building 'reality links' for undergraduate it management education (1997) Proceedings of the S Australasian Conference on Information Systems, pp. 716-727. , Adelaide, 29 September - 2 October; Neumann, P.G., (1995) Computer Related Risks, , Addison-Wesley; Senge, P.M., (1990) The Fifth Discipline, , Random House, New York; Yourdon, E., Constantine, L., Thomsett, R., (1995) Reinventing IS/IT, Australian Computer Society, Seminar Proceedings, , Sydney, Australia, May 24; Vennix, J.A.M., (1996) Group Model Building: Facilitating Team Learning Using System Dynamics, , Wiley, Chichester, UK},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cockbum1997107,
author={Cockbum, A. and Churcher, N.},
title={Towards literate tools for novice programmers},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={107-116},
doi={10.1145/299359.299376},
note={cited By 4; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-47949096273&doi=10.1145%2f299359.299376&partnerID=40&md5=bb5b3a48f2b2b15bdfe89826c17c5d64},
affiliation={Department of Computer Science, University of Canterbury, Christchurch, New Zealand},
abstract={Literate programming is a powerful technique that helps expert programmers integrate code and documentation in a manner that assists human comprehension. To date, tools for literate programming have had moderately complex syntactic requirements. Consequently, the programmers who stand to gain most from the clarity of the literate technique-novice and learning programmers-have been unable to do so. This paper describes the potential benefits of literate programming environments within introductory programming courses. Design criteria for such environments are presented, and prototype systems demonstrating the criteria are described. Evidence of student enthusiasm for graphical user interfaces for literate programming is discussed. © 1997 ACM.},
keywords={Education;  Education computing;  Graphical user interfaces;  User interfaces, Design criteria;  Expert programmers;  Human comprehensions;  Introductory programming course;  Literate programming;  Novice programmer;  Potential benefits;  Prototype system, Computer programming},
references={Churcher, N., Cockburn, A., An immersion model for software engineering projects (1996) Australasian Computer Science Education Conference '97, , Melbourne, Australia. 2~4 July; Fraser, C.W., Hanson, D.R., (1995) A Retar- Getable C Compiler: Design and Implementation, , Benjamin/Cummings; King, R.J., Leung, Y.K., Designing a user interface for folding editors to support collaborative work (1994) People and Computers IX, pp. 369-381. , G Cockton, SW Draper, and GRS Wier, editors, Cambridge University Press; Knuth, D.E., Literate programming (1984) The Computer Journal, 27 (2), p. 97. , lll; Knuth, D.E., (1993) The Stanford Graphbase: A Platform for Combinatorial Computing, , Addison-Wesley; (1997) Literate Programming Library, , http://info.desy.de/user/projects/LitProg.html, Deutsches Elektronen-Synchrotron (DESY), Hamburg, Germany; Ousterhout, J.K., (1993) An Introduction to Tel and Tk, , Addison-Wesley; Ramsey, N., Literate programming simplified (1994) IEEE Software, 11 (5), pp. 97-105; Shneiderman, B., Direct manipulation: A step beyond programming languages (excerpt) (1987) Readings in Human- Computer Interaction: A Multidisciplinary Approach, pp. 461-467. , RM Baecker and WAS Buxton, editors, Morgan Kaufmann; Thimbleby, H., (1990) User Interface Design, , ACM Press, Addison-Wesley; Wittenberg, L., Using literate programming notation in introductory programming courses (1996) ACM Conference on Computer Science Education, pp. 267-272. , Sydney, June 3-5},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Jesshope199716,
author={Jesshope, C. and Shafarenko, A.},
title={Web based teaching: A minimalist approach},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={16-23},
doi={10.1145/299359.299361},
note={cited By 5; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042610497&doi=10.1145%2f299359.299361&partnerID=40&md5=d85e7b4d27b2ab99471bff35388a17c8},
affiliation={Dept of Computer Science, Massey University, Private Bag 11222, Palmerston North, New Zealand; Dept of Electronice and Elect Eng, University of Surrey, Guildford, Surrey, United Kingdom},
abstract={This paper outlines the motivation for the development of some distance teaching tools. There are two sets of tools. The first a simple and effective lecture recorder system, which generates HTML output using Java code to provide audio and graphics annotation to a conventional overhead slide. The result is "playable" in any Java enabled HTML browser. The second set of tools concerns distance examination. Issues paramount to the security of the examining process are addressed and a client/server implementation is described. This system allows effective examination with good discrimination between students. It uses client side applets providing a rich and extensible set of input and output modes. These tools are being used in teaching at both Surrey University in the UK and at Massey and Waikato Universities in New Zealand. The motivation for these two experiments are quite different, the first is local to Surrey University and tackles the issue of self-pacing, while the second addresses the issues of distance learning and class sharing between two Universities. In the latter other forms of multi-media are being explored alongside the use of the tools described. © 1997 ACM.},
keywords={Distance education;  E-learning;  Education computing;  HTML;  Java programming language;  Motivation, Client /server;  Client sides;  Distance teaching;  Extensible set;  HTML-browsers;  Input and outputs;  Recorder system;  Web-based teaching, Education},
references={Tiffin, J., Rajasingham, L., (1995) Search of the Virtual Class, , Routledge (London); Van Nuys, D., (1995) Distance Learning and the Demise of the Professoriate, , http://www.sonoma.edu/psychology/vannuys/Distanee.html, Psychology Department, State UniversityUniversity, URL; Chattoe, J., Leach, P., Reisenbach, R., (1995) Ontario Telepresence Project, , Final report, Information Technology Research Centre, telecommunications Research Inst, of Ontario; Bates, A.W., Video-conferencing in open and distance learning: A guide to current developments (1992) An Open Learning Agency Report, , British Columbia: Canada; Bruce, M.A., Shade, R.A., Teaching via compressed video: Promising practices and potential pitfalls (1994) Deosnews, 4 (8); Hansford, B.C., Baker, R.A., Evaluation of a cross-campus interactive video teaching trial (1990) Distance Education, 11 (2), pp. 287-307; Kendall, J.R., Oaks, M., (1992) Evaluation of Perceived Teaching Effectiveness: Course Delivery via Interactive Video Technology versus Tradition Classroom Methods. Deosnews, 2 (5); Pugh, H.L., Parchman, S.W., Simpson, H., Video telecommunications for distance education: A field survey of systems in US public education, industry and military (1992) Distance Education, 13 (1), p. 4664; Rettinger, L.A., (1995) Desktop Video Conferencing: Technology and Use for Remote Seminar Delivery, , M.Sc. Thesis North Carolina State University; http://fims-www.massey.ac.nz/~crjessho/html/Net_tools.html},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Farrands199674,
author={Farrands, P. and Lynch, T.},
title={Using computer generated software metrics to improve the quality of students' programs},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={74-80},
doi={10.1145/369585.369597},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053326922&doi=10.1145%2f369585.369597&partnerID=40&md5=8f1c0d9640ea2cd50c5316e75492e29c},
correspondence_address1={Farrands, P.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rogers199639,
author={Rogers, W.J.},
title={Visible-C a simple visualisation system for C data structures},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={39-46},
doi={10.1145/369585.369592},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053304886&doi=10.1145%2f369585.369592&partnerID=40&md5=ef79a0944c28c19bcb24d447d7df7da7},
correspondence_address1={Rogers, W.J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Wittenberg1996267,
author={Wittenberg, L.},
title={Using literate programming notation in introductory programming courses},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={267-272},
doi={10.1145/369585.369644},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-47949104105&doi=10.1145%2f369585.369644&partnerID=40&md5=b77dfd3a85d6afc3e72a73086daa56b5},
correspondence_address1={Wittenberg, L.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Robinson1996127,
author={Robinson, K. and Ho, P.S. and Schwenke, M.},
title={To Zed and back: Integrating data flow diagrams and Z},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={127-134},
doi={10.1145/369585.369606},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-35048852908&doi=10.1145%2f369585.369606&partnerID=40&md5=bc171c19f8d2a06c531441863bc89f0e},
correspondence_address1={Robinson, K.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Broda1996119,
author={Broda, K. and Eisenbach, S. and Kamara, L.},
title={Tool support for informal deduction},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={119-126},
doi={10.1145/369585.369604},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-34948824767&doi=10.1145%2f369585.369604&partnerID=40&md5=19ea745d85975cc66c4312cc4f8b11d7},
correspondence_address1={Broda, K.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}



@CONFERENCE{Bouvier2021176,
author={Bouvier, D. and Lovellette, E. and Matta, J.},
title={Overnight Feedback Reduces Late Submissions on Programming Projects in CS1},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={176-180},
doi={10.1145/3441636.3442319},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103286363&doi=10.1145%2f3441636.3442319&partnerID=40&md5=1a717b38f780f515253cfc1f843a5ba8},
affiliation={Southern Illinois University Edwardsville, United States},
abstract={Some novice programming students procrastinate the start of a programming assignment. These students also seem to struggle knowing whether or not their program meets the requirements of the assignment. Both of these factors play a role in a student's success in a programming project with negative impact on their grades; but more importantly, a negative impact on learning. Finding ways to motivate students to start earlier could improve learning outcomes and performance in the course with little, if any, risk. This paper reports on the experience of giving students 'Overnight Feedback' with the goals of 1) motivating earlier project work, and 2) helping students to know when they have met, or not met, project requirements. This report is more about the concept of providing feedback on a once-daily basis-overnight; and less about the specific tool used. In our experience, the Overnight Feedback technique seems to have achieved the goal of getting students to start earlier. Late submissions dropped from approximately 34% for a project without a feedback system to approximately 4% with Overnight Feedback. Also included in this report is a summary of students' perspectives on the Overnight Feedback tool we used, which were collected as responses to a survey. © 2021 ACM.},
keywords={automated feedback;  introductory programming;  undergraduate education},
keywords={Education computing, Feedback systems;  Feedback techniques;  Feedback tool;  Learning outcome;  Novice programming;  Programming assignments;  Programming projects;  Students' perspectives, Students},
references={Barr, V., Trytten, D., Using turing's craft codelab to support cs1 students as they learn to program (2016) Acm Inroads, 7 (2), pp. 67-75. , https://doi.org/10.1145/2903724, May 2016; Bingham, K., Hawaiian Words, , http://nifty.stanford.edu/2019/bingham-hawaiian-phonetic-generator, accessed October 1, 2019; Char, B., Automatic feedback systems for code: What can they tell the busy instructor? (2016) J. Comput. Sci. Coll., 31 (4), pp. 87-93. , April 2016; Edgcomb, A., Vahid, F., Lysecky, R., Lysecky, S., Getting students to earnestly do reading, studying, and homework in an introductory programming class (2017) Proceedings of the 2017 Acm Sigcse Technical Symposium on Computer Science Education (SIGCSE '17), pp. 171-176. , https://doi.org/10.1145/3017680.3017732, Association for Computing Machinery, New York, NY, USA; Edwards, S.H., Martin, J., Shafer, C.A., Examining classroom interventions to reduce procrastination (2015) Proceedings of the 2015 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '15), pp. 254-259. , https://doi.org/10.1145/2729094.2742632, Association for Computing Machinery, New York, NY, USA; Edwards, S.H., Pérez-Quiñones, M.A., Experiences using test-driven development with an automated grader (2007) J. Comput. Sci. Coll., 22 (3), pp. 44-50. , https://doi.org/10.5555/1181849.1181855, Jan. 2007; Edwards, S.H., Perez-Quinones, M.A., Web-cat: Automatically grading programming assignments (2008) Sigcse Bull., 40 (3), p. 328. , https://doi.org/10.1145/1597849.1384371, June 2008; Irwin, M.S., Edwards, S.H., Can mobile gaming psychology be used to improve time management on programming assignments? (2019) Proceedings of the Acm Conference on Global Computing Education (CompEd '19), pp. 208-214. , https://doi.org/10.1145/3300115.3309517, Association for Computing Machinery, New York, NY, USA; Kumar, D., Reflections tools from the education industry (2018) Acm Inroads, 9 (3), pp. 22-24. , https://doi.org/10.1145/3233246, Aug. 2018; Maicus, E., Patel, D., Peveler, M., Cutler, B., (2020) Proceedings of the 51st Acm Technical Symposium on Computer Science Education (SIGCSE '20), 1372. , https://doi.org/10.1145/3328778.3372685, Random Input and Automated Output Generation in Submitty, Association for Computing Machinery, New York, NY, USA; Milanova, A., Cutler, B., Holzbauer, B., Maicus, E., Breese, S., Dinella, E., Peveler, M., Program analysis tools in automated grading of homework assignments: (Abstract only) (2018) Proceedings of the 49th Acm Technical Symposium on Computer Science Education (SIGCSE '18), 1090. , https://doi.org/10.1145/3159450.3162238, Association for Computing Machinery, New York, NY, USA; Milojicic, D., Autograding in the cloud: Interview with david o'hallaron (2011) Ieee Internet Computing, 15 (1), pp. 9-12. , https://doi.org/10.1109/MIC.2011.2, jan 2011); Sridhara, S., Hou, B., Lu, J., DeNero, J., Fuzz testing projects in massive courses (2016) Proceedings of the Third (2016) Acm Conference on Learning @ Scale (L@S '16), pp. 361-367. , https://doi.org/10.1145/2876034.2876050, Association for Computing Machinery, New York, NY, USA; Steel, P., The nature of procrastination: A meta-Analytic and theoretical review of quintessential self-regulatory failure (2007) Psychological Bulletin, 133 (1), pp. 65-94. , https://doi.org/10.1037/0033-2909.133.1.65, 2007; Tice, D.M., Baumeister, R.F., Longitudinal study of procrastination, performance, stress, and health: The costs and benefts of dawdling (1997) Psychological Science, 8 (6), pp. 454-458. , https://doi.org/10.1111/j.1467-9280.1997.tb00460.x, 1997},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Deeb2021125,
author={Deeb, F.A. and Hickey, T.},
title={Reflective Debugging in Spinoza V3.0},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={125-130},
doi={10.1145/3441636.3442313},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103284723&doi=10.1145%2f3441636.3442313&partnerID=40&md5=6f4f90569a4c9f08cfd481cf1ca54136},
affiliation={King Saud Bin Abdulaziz University for Health Sciences, Saudi Arabia; Brandeis University, United States},
abstract={In this paper we present an online IDE (Spinoza 3.0) for teaching Python programming in which the students are (sometimes) required to verbally reflect on their error messages and unit test failures before being allowed to modify their code. This system was designed to be used in large synchronous in-person, remote, or hybrid classes for either in-class problem solving or out-of-class homework problems. For each student and problem, the system makes a random choice about whether to require reflection on all debugging steps. If the student/problem pair required reflection, then after each time the student ran the program and received feedback as an error message or a set of unit test results, they were required to type in a description of the bug and a plan for how to modify the program to eliminate the bug. The main result is that the number of debugging steps to reach a correct solution was statistically significantly less for problems where the students were required to reflect on each debugging step. We suggest that future developers of pedagogical IDEs consider adding features which require students to reflect frequently during the debugging process. © 2021 ACM.},
keywords={introductory programming classes;  learning analytics;  novice programmers;  online IDE;  reflective debugging;  Spinoza},
keywords={Education computing;  Software testing;  Students, Correct solution;  Debugging process;  Error messages;  Python programming;  Random choice;  Unit tests, Program debugging},
references={Deeb, F.A., Hickey, T., Teaching and assessing debugging, testing, and coding style with recursive pedagogy using spinoza (2019) Proceedings of the 50th Acm Technical Symposium on Computer Science Education., p. 1255; Anderson, L.W., Sosniak, L.A., (1994) Bloom's Taxonomy, , Univ. Chicago Press Chicago, IL; Bufardi, K., Edwards, S.H., Adaptive and social mechanisms for automated improvement of elearning materials (2014) Proceedings of the Frst Acm Conference on Learning@ Scale Conference., pp. 165-166; Deeb, F.A., Hickey, T., The spinoza code tutor: Faculty poster abstract (2015) Journal of Computing Sciences in Colleges, 30 (6), pp. 154-155. , 2015; Deeb, F.A., Hickey, T., Flipping introductory programming classes using spinoza and agile pedagogy (2017) 2017 Ieee Frontiers in Education Conference (FIE), pp. 1-9; Dorodchi, M., Fallahian, M., Al-Hossami, E., Benedict, A., Benedict, A., Custom caring ide" for online ofering of cs1 (2020) Sixth Splice Workshop at L@S 2020 "building An Infrastructure for Computer Science Education Research and Practice at Scale" SPLICE'20; Edwards, S.H., Using software testing to move students from trial-And-error to refection-in-Action (2004) Proceedings of the 35th Sigcse Technical Symposium on Computer Science Education., pp. 26-30; Guo, P.J., Online python tutor: Embeddable web-based program visualization for cs education (2013) Proceeding of the 44th Acm Technical Symposium on Computer Science Education., pp. 579-584; Hickey, T., Deeb, F.A., Spinoza: In-class python problem solving with classroom orchestration (2018) Proceedings of the 49th Acm Technical Symposium on Computer Science Education., p. 1112; Hovemeyer, D., Spacco, J., Cloudcoder: A web-based programming exercise system (2013) Journal of Computing Sciences in Colleges, 28 (3), p. 30. , 2013; Janzen, D.S., Clements, J., Hilton, M., An evaluation of interactive test-driven labs with webide in cs0 (2013) 2013 35th International Conference on Software Engineering (ICSE), pp. 1090-1098; Loksa, D., Xie, B., Kwik, H., Ko, A.J., Investigating novices' in situ refections on their programming process (2020) Proceedings of the 51st Acm Technical Symposium on Computer Science Education., pp. 149-155; Murali, K.P., (2016) CodeWorkout: Design and Implementation of An Online Drill-And-Practice System for Introductory Programming, , Ph.D. Dissertation. Virginia Tech; Prather, J., Pettit, R., McMurry, K., Peters, A., Homer, J., Cohen, M., Metacognitive difculties faced by novice programmers in automated assessment tools (2018) Proceedings of the 2018 Acm Conference on International Computing Education Research., pp. 41-50; Mohd Rum, S.N., Ismail, M.A., Metocognitive support accelerates computer assisted learning for novice programmers (2017) Journal of Educational Technology & Society, 20 (3), pp. 170-181. , 2017; Kennedy, A.R., (2015) Towards a Data-Driven Analysis of Programming Tutorials' Telemetry to Improve the Educational Experience in Introductory Programming Courses, , Ph.D. Dissertation; Yan, L., Hu, A., Piech, C., Pensieve: Feedback on coding process for novices (2019) Proceedings of the 50th Acm Technical Symposium on Computer Science Education., pp. 253-259},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Denny202188,
author={Denny, P. and Whalley, J. and Leinonen, J.},
title={Promoting Early Engagement with Programming Assignments Using Scheduled Automated Feedback},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={88-95},
doi={10.1145/3441636.3442309},
note={cited By 3; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103250362&doi=10.1145%2f3441636.3442309&partnerID=40&md5=a6984de01aa0f4fa033f5cda98dd1748},
affiliation={The University of Auckland, New Zealand; Auckland University of Technology, New Zealand; University of Helsinki, Finland},
abstract={Programming assignments are a common form of assessment in introductory courses and often require substantial work to complete. Students must therefore plan and manage their time carefully, especially leading up to published deadlines. Although time management is an important metacognitive skill that students must develop, it is rarely taught explicitly. Prior research has explored various approaches for reducing procrastination and other unproductive behaviours in students, but these are often ineffective or impractical in large courses. In this work, we investigate a scalable intervention that incentivizes students to begin work early. We provide automatically generated feedback to students who submit their work-in-progress prior to two fixed deadlines scheduled earlier than the final deadline for the assignment. Although voluntary, we find that many students welcome this early feedback and improve the quality of their work across each iteration. Especially for at-risk students, who have failed an earlier module in the course, engaging with the early feedback opportunities results in significantly better work at the time of final submission. © 2021 ACM.},
keywords={assessment;  at-risk students;  automated feedback;  deadlines;  early feedback;  novice programmers;  procrastination;  self-regulation;  time management},
keywords={Education computing, Automated feedback;  Automatically generated;  Feedback to students;  Introductory course;  Metacognitive skills;  Programming assignments;  Time management;  Work in progress, Students},
references={Auvinen, T., Harmful study habits in online learning environments with automatic assessment (2015) 2015 International Conference on Learning and Teaching in Computing and Engineering., pp. 50-57; Becker, B.A., Denny, P., Pettit, R., Bouchard, D., Bouvier, D.J., Harrington, B., Kamil, A., Prather, J., Compiler error messages considered unhelpful: The landscape of text-based programming error message research (2019) Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education (ITiCSE-WGR '19), pp. 177-210. , https://doi.org/10.1145/3344429.3372508, ACM, New York, NY, USA; Bowman, B.J., Newman, W.A., Software metrics as a programming training tool (1990) J. Syst. Softw., 13 (2), pp. 139-147. , https://doi.org/10.1016/0164-1212(90)90119-7, Oct. 1990); Cardell-Oliver, R., How can software metrics help novice programmers? (2011) Proceedings of the Thirteenth Australasian Computing Education Conference-Volume 114 (ACE '11), pp. 55-62. , Australian Computer Society, Inc., AUS; Cardell-Oliver, R., Zhang, L., Barady, R., Lim, Y.H., Naveed, A., Woodings, T., Automated feedback for quality assurance in software engineering education (2010) Proceedings of the 2010 21st Australian Software Engineering Conference (ASWEC '10), pp. 157-164. , https://doi.org/10.1109/ASWEC.2010.24, IEEE Computer Society, USA; Choudhury, R.R., Zheng, H., Moghadam, Y.J., Fox, A., Autostyle: Toward coding style feedback at scale (2016) Proceedings of the 19th Acm Conference on Computer Supported Cooperative Work and Social Computing Companion (CSCW '16 Companion), pp. 21-24. , https://doi.org/10.1145/2818052.2874315, Association for Computing Machinery, New York, NY, USA; Cormack, S.H., Eagle, L.A., Davies, M.S., A large-scale test of the relationship between procrastination and performance using learning analytics (2020) Assessment & Evaluation in Higher Education 0, pp. 1-14. , https://doi.org/10.1080/02602938.2019.1705244arXiv:https://doi.org/10.1080/02602938.2019.1705244, 2020; Denny, P., Becker, B.A., Craig, M., Wilson, G., Banaszkiewicz, P., Research this! Questions that computing educators most want computing education researchers to answer (2019) Proceedings of the 2019 Acm Conference on International Computing Education Research (ICER '19), pp. 259-267. , https://doi.org/10.1145/3291279.3339402, Association for Computing Machinery, New York, NY, USA; Denny, P., Luxton-Reilly, A., Craig, M., Petersen, A., Improving complex task performance using a sequence of simple practice tasks (2018) Proceedings of the 23rd Annual Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018), pp. 4-9. , https://doi.org/10.1145/3197091.3197141, Association for Computing Machinery, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., Codewrite: Supporting student-driven practice of java (2011) Proceedings of the 42nd Acm Technical Symposium on Computer Science Education (SIGCSE '11), pp. 471-476. , https://doi.org/10.1145/1953163.1953299, Association for Computing Machinery, New York, NY, USA; Denny, P., Prather, J., Becker, B.A., Error message readability and novice debugging performance (2020) Proceedings of the 2020 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '20), pp. 480-486. , https://doi.org/10.1145/3341525.3387384, Association for Computing Machinery, New York, NY, USA; Edwards, S.H., Martin, J., Shafer, C.A., Examining classroom interventions to reduce procrastination (2015) Proceedings of the 2015 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '15), pp. 254-259. , https://doi.org/10.1145/2729094.2742632, Association for Computing Machinery, New York, NY, USA; Edwards, S.H., Murali, K.P., Codeworkout: Short programming exercises with built-in data collection (2017) Proceedings of the 2017 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '17), pp. 188-193. , https://doi.org/10.1145/3059009.3059055, Association for Computing Machinery, New York, NY, USA; Edwards, S.H., Perez-Quinones, M.A., Web-cat: Automatically grading programming assignments (2008) Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '08), 328. , https://doi.org/10.1145/1384271.1384371, Association for Computing Machinery, New York, NY, USA; Edwards, S.H., Snyder, J., Pérez-Quiñones, M.A., Allevato, A., Kim, D., Tretola, B., Comparing efective and inefective behaviors ofstudent programmers (2009) Proceedings of the Fifth International Workshop on Computing Education Research Workshop (ICER '09), pp. 3-14. , https://doi.org/10.1145/1584322.1584325, Association for Computing Machinery, New York, NY, USA; Färnqvist, T., Heintz, F., Competition and feedback through automated assessment in a data structures and algorithms course (2016) Proceedings of the 2016 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 130-135. , https://doi.org/10.1145/2899415.2899454, Association for Computing Machinery, New York, NY, USA; Fenwick, J.B., Norris, C., Barry, F.E., Rountree, J., Spicer, C.J., Cheek, S.D., Another look at the behaviors of novice programmers (2009) Proceedings of the 40th Acm Technical Symposium on Computer Science Education (SIGCSE '09), pp. 296-300. , https://doi.org/10.1145/1508865.1508973, Association for Computing Machinery, New York, NY, USA; Goda, Y., Yamada, M., Kato, H., Matsuda, T., Saito, Y., Miyagawa, H., Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes (2015) Learning and Individual Diferences, 37, pp. 72-80. , https://doi.org/10.1016/j.lindif.2014.11.001, 2015); Gregory, K., Morón-García, S., Assignment submission, student behaviour and experience (2009) Engineering Education, 4 (1), pp. 16-28. , https://doi.org/10.11120/ened.2009.04010016, 2009; Ihantola, P., Ahoniemi, T., Karavirta, V., Seppälä, O., Review of recent systems for automatic assessment of programming assignments (2010) Proceedings of the 10th Koli Calling International Conference on Computing Education Research (Koli Calling '10), pp. 86-93. , https://doi.org/10.1145/1930464.1930480, Association for Computing Machinery, New York, NY, USA; Ihantola, P., Vihavainen, A., Ahadi, A., Butler, M., Börstler, J., Edwards, S.H., Isohanni, E., Toll, D., Educational data mining and learning analytics in programming: Literature review and case studies (2015) Proceedings of the 2015 ITiCSE on Working Group Reports (ITICSE-WGR '15), pp. 41-63. , https://doi.org/10.1145/2858796.2858798, Association for Computing Machinery, New York, NY, USA; Ilves, K., Leinonen, J., Hellas, A., Supporting self-regulated learning with visualizations in online learning environments (2018) Proceedings of the 49th Acm Technical Symposium on Computer Science Education., pp. 257-262; Irwin, M.S., Edwards, S.H., Can mobile gaming psychology be used to improve time management on programming assignments? (2019) Proceedings of the Acm Conference on Global Computing Education (CompEd '19), pp. 208-214. , https://doi.org/10.1145/3300115.3309517, Association for Computing Machinery, New York, NY, USA; Jiang, L., Rewcastle, R., Denny, P., Tempero, E., Com-parecfg: Providing visual feedback on code quality using control flow graphs (2020) Proceedings of the 2020 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '20), pp. 493-499. , https://doi.org/10.1145/3341525.3387362, Association for Computing Machinery, New York, NY, USA; Kazerouni, A.M., Edwards, S.H., Shafer, C.A., Quantifying incremental development practices and their relationship to procrastination (2017) Proceedings of the 2017 Acm Conference on International Computing Education Research (ICER '17), pp. 191-199. , https://doi.org/10.1145/3105726.3106180, Association for Computing Machinery, New York, NY, USA; Keuning, H., Jeuring, J., Heeren, B., A systematic literature review of automated feedback generation for programming exercises (2018) Acm Trans. Comput. Educ., 19 (1), 43p. , https://doi.org/10.1145/3231711, Sept. 2018; Koyya, P., Young, L., Yang, J., Feedback for programming assignments using software-metrics and reference code (2013) Isrn Software Engineering, , https://doi.org/10.1155/2013/805963, 2013; Malmi, L., Karavirta, V., Korhonen, A., Nikander, J., Experiences on automatically assessed algorithm simulation exercises with different resubmission policies (2005) J. Educ. Resour. Comput., 5 (3), pp. 7-es. , https://doi.org/10.1145/1163405.1163412, Sept. 2005; Mierle, K., Laven, K., Roweis, S., Wilson, G., Mining student cvs repositories for performance indicators (2005) Proceedings of the 2005 International Workshop on Mining Software Repositories (MSR '05), pp. 1-5. , https://doi.org/10.1145/1083142.1083150, Association for Computing Machinery, New York, NY, USA; Parlante, N., Nifty refections (2007) Sigcse Bull., 39 (2), pp. 25-26. , https://doi.org/10.1145/1272848.1272876, June 2007; Prather, J., Becker, B.A., Craig, M., Denny, P., Loksa, D., Margulieux, L., What do we think we think we are doing?: Metacognition and self-regulation in programming (2020) Proceedings of the 2020 Acm Conference on International Computing Education Research (ICER '20), 12. , https://doi.org/10.1145/3372782.3406263, Association for Computing Machinery, New York, NY, USA; Ramsden, P., (1992) Learning to Teach in Higher Education, , Routledge, London; Spacco, J., Denny, P., Richards, B., Babcock, D., Hovemeyer, D., Moscola, J., Duvall, R., Analyzing student work patterns using programming exercise data (2015) Proceedings of the 46th Acm Technical Symposium on Computer Science Education (SIGCSE '15), pp. 18-23. , https://doi.org/10.1145/2676723.2677297, Association for Computing Machinery, New York, NY, USA; Spacco, J., Pugh, W., Helping students appreciate test-driven development (tdd) (2006) Companion to the 21st Acm Sigplan Symposium on Object-Oriented Programming Systems, Languages, and Applications (OOPSLA '06), pp. 907-913. , https://doi.org/10.1145/1176617.1176743, Association for Computing Machinery, New York, NY, USA; Szabo, C., Falkner, N., Knutas, A., Dorodchi, M., Understanding the efects of lecturer intervention on computer science student behaviour (2018) Proceedings of the 2017 ITiCSE Conference on Working Group Reports (ITiCSE-WGR '17), pp. 105-124. , https://doi.org/10.1145/3174781.3174787, Association for Computing Machinery, New York, NY, USA; Vivian, R., Falkner, K., Falkner, N., Computer science students' causal attributions for successful and unsuccessful outcomes in programming assignments (2013) Proceedings of the 13th Koli Calling International Conference on Computing Education Research (Koli Calling '13), pp. 125-134. , https://doi.org/10.1145/2526968.2526982, Association for Computing Machinery, New York, NY, USA; Whalley, J.L., Philpott, A., A unit testing approach to building novice programmers' skills and confdence (2011) Proceedings of the Thirteenth Australasian Computing Education Conference-Volume 114 (ACE '11), pp. 113-118. , https://dl.acm.org/doi/10.5555/2459936.2459950, Australian Computer Society, Inc., AUS; (2020) Sokoban-Wikipedia, , https://en.wikipedia.org/wiki/Sokoban, Wikipedia; Willman, S., Lindén, R., Kaila, E., Rajala, T., Laakso, M.-J., Salakoski, T., On study habits on an introductory course on programming (2015) Computer Science Education, 25 (3), pp. 276-291. , https://doi.org/10.1080/08993408.2015.1073829, 2015},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McBroom2021158,
author={McBroom, J. and Paassen, B. and Jeffries, B. and Koprinska, I. and Yacef, K.},
title={Progress Networks as a Tool for Analysing Student Programming Difficulties},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={158-167},
doi={10.1145/3441636.3442366},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103235233&doi=10.1145%2f3441636.3442366&partnerID=40&md5=1b87605c828102ca9faa793444f486e8},
affiliation={The University of Sydney, Australia; Grok Learning, Australia},
abstract={The behavior of students during completion of a learning task can give crucial insights into typical misconceptions as well as issues with the task design. However, analysing the detailed trace of every individual student is time-consuming and infeasible for large-scale classes. In this paper, we propose progress networks as an analytical tool to make sense of student data and demonstrate the technique in large-scale online learning environments for computer programming. These networks, which are easily interpreted by teachers, summarise the progression of a student population through a learning task in a single diagram and, importantly, highlight locations where students fail to make progress. Using data from three different programming courses (N > 4000), we provide instructive examples of how to apply progress networks, including how to zoom in on areas of interest to identify reasons for student difficulty. In addition, we propose a simple technique for comparing progress networks across different cohorts of interest, for instance to analyse learning differences between older and younger students, and to investigate learning retention across tasks on the same programming concept. Finally, we discuss options to improve instructional design based on the insights from progress networks, and show that progress networks can also apply to smaller cohorts. © 2021 ACM.},
keywords={age differences;  behaviour visualisation;  course evaluation;  interaction networks;  paired exercises;  programming education;  student errors;  student mistakes},
keywords={Computer aided instruction;  Computer systems programming;  Education computing, Analytical tool;  Instructional designs;  Learning retention;  Learning tasks;  Online learning environment;  Programming concepts;  Programming course;  Student populations, Students},
references={Barnes, T., Mostafavi, B., Eagle, M.J., Data-driven domain models for problem solving (2016) Us Army Research Laboratory, pp. 137-145. , Orlando, FL, USA; Beck, J.E., Gong, Y., Wheel-spinning: Students who fail to master a skill (2013) Proc. Aied, 2013, pp. 431-440; Edwards, S.H., Rethinking computer science education from a test-first perspective (2003) Proc. Oopsla 2003., pp. 148-155; Gerdes, A., Heeren, B., Jeuring, J., Van Binsbergen, L.T., Ask-elle: An adaptable programming tutor for haskell giving automated feedback (2017) Ijaied, 27 (1), pp. 65-100. , 2017; Glassman, E., (2016) Clustering and Visualizing Solution Variation in Massive Programming Classes, , Ph.D. Dissertation. Massachusetts Institute of Technology; Gulwani, S., Radicek, I., Zuleger, F., Automated clustering and program repair for introductory programming assignments (2018) Acm Sigplan Notices, 53 (4), pp. 465-480. , 2018; Gusukuma, L., Bart, A.C., Kafura, D., Ernst, J., Misconception-driven feedback: Results from an experimental study (2018) Proc. Icer 2018., pp. 160-168; Ihantola, P., Ahoniemi, T., Karavirta, V., Seppälä, O., Review of recent systems for automatic assessment of programming assignments (2010) Proc. Koli Calling, 2010, pp. 86-93; Jefries, B., Baldwin, T., Zalk, M., Taylor, B., Online tutoring to support programming exercises (2020) Proc. Ace 2020., pp. 56-65; McBroom, J., Yacef, K., Koprinska, I., Curran, J.R., A data-driven method for helping teachers improve feedback in computer programming automated tutors (2018) Proc. Aied 2018., pp. 324-337; Nguyen, A., Piech, C., Huang, J., Guibas, L., Codewebs: Scalable homework search for massive open online programming courses (2014) Proc. Www 2014., pp. 491-502; Piech, C., Sahami, M., Huang, J., Guibas, L., Autonomously generating hints by inferring problem solving policies (2015) Proc. L@S 2015. Association for Computing Machinery, pp. 195-204; Price, T.W., Zhi, R., Dong, Y., Lytle, N., Barnes, T., The impact of data quantity and source on the quality of data-driven hints for programming (2018) Proc. Aied 2018, pp. 476-490. , Springer; Qian, Y., Hambrusch, S., Yadav, A., Gretter, S., Li, Y., Teachersâ€™ perceptions of student misconceptions in introductory programming (2020) Journal of Educational Computing Research, 58 (2), pp. 364-397. , 2020; Qian, Y., Lehman, J., Studentsâ€™ misconceptions and other difculties in introductory programming: A literature review (2017) Acm Transactions on Computing Education, 18 (1). , 2017; Rivers, K., Koedinger, K.R., A canonicalizing model for building programming tutors (2012) Proc. Its 2012., pp. 591-593; Rivers, K., Koedinger, K.R., Data-driven hint generation in vast solution spaces: A self-improving python programming tutor (2017) Ijaied, 27 (1), pp. 37-64. , 2017; Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78 (1), pp. 153-189. , 2008; Slay, J., Quirchmayr, G., Kurzel, F., Hagenus, K., Adaptive learning environments for cs education: From amle to live spaces (2003) Proc. Ace 2003, pp. 257-262; Stamper, J., Eagle, M., Barnes, T., Croy, M., Experimental evaluation of automatic hint generation for a logic tutor (2013) Ijaied, 22 (1-2), pp. 3-17. , 2013; Swidan, A., Hermans, F., Smit, M., Programming misconceptions for school students (2018) Proc. Icer 2018., pp. 151-159; Yin, H., Moghadam, J., Fox, A., Clustering student programming assignments to multiply instructor leverage (2015) Proc. L@S 2015., pp. 367-372},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Albarakati2021131,
author={Albarakati, N. and Dipippo, L. and Fay-Wolfe, V.},
title={Rethinking CS0 to Improve Performance and Retention},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={131-137},
doi={10.1145/3441636.3442314},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103233509&doi=10.1145%2f3441636.3442314&partnerID=40&md5=e06f67872b6f7201796b8eb774561314},
affiliation={University of Rhode Island, United States},
abstract={High failure and attrition rates in first-year, college-level computing courses are a big concern for institutions and instructors. For many years, computing instructors have devoted substantial time and energy to increase retention in those courses. Despite that, computer science is still facing the problem of student recruitment and retention especially for women and underrepresented minorities. Since students' background is hard to manipulate, instructors can motivate many aspects of student experience inside the class. This paper presents the results of strategic changes adopted in an introductory computer science course, including increasing in-class collaboration, diversifying the teaching assistant team, and changing lab placement. We compared performance, retention rate, sense of belonging, and pre-assessment quiz grades with students taking the same course from the previous year. Our results show that when first-year students take the course with the adoption of the new changes, retention rates and sense of belonging significantly increase, and students perform better. Women, in particular, show an increase in performance and retention rates. They actually did better than men when taking the updated class. Despite that, the new changes have unexpected effects on the underrepresented minorities. © 2021 ACM.},
keywords={Education computing, First year students;  Improve performance;  Introductory computer science;  Sense of belonging;  Student experiences;  Student recruitment;  Teaching assistants;  Underrepresented minorities, Students},
references={(2015) National Collegiate Retention and Persistence-to-Degree Rates, , 1 Act and Inc; Alvarado, C., Increasing women's participation in computing at harvey mudd college (2012) Acm Inroads., (3), pp. 5-64. , DOI:https://doi.org/https://doi.org/10.1145/2381083.2381100, 2012; Amresh, A., Evaluating the efectiveness of fipped classrooms for teaching cs1 (2013) Proceedings-Frontiers in Education Conference, Fie, pp. 733-735. , DOI:https://doi.org/10.1109/FIE.2013.6684923, November 2014 (2013); Astorne-Figari, C., Speer, J.D., Drop out, switch majors, or persist? 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(2013) Communications of the ACM., 56 (8), pp. 25-28. , DOI:https://doi.org/10.1145/2492007, 2013; Rainey, K., Race and gender diferences in how sense of belonging infuences decisions to major in stem (2018) International Journal of Stem Education., 5 (1). , DOI:https://doi.org/10.1186/s40594-018-0115-6, 2018); Sinclair, J., Kalvala, S., (2015) Exploring Societal Factors Afecting the Experience and Engagement of Frst Year Female Computer Science Undergraduates, pp. 107-116. , DOI:https://doi.org/10.1145/2828959.2828979, 2015; Tillapaugh, D., (2013) Journal of Student Afairs Research and Practice Media Review: College Students' Sense of Belonging: A Key to Educational Success for All Students 2013; Veilleux, N., The relationship between belonging and ability in computer science (2013) Proceeding of the 44th Acm Technical Symposium on Computer Science Education-SIGCSE '13, p. 65. , New York, New York, USA, 2013; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) Iticse 2014-Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference 2014), pp. 39-44. , DOI:https://doi.org/10.1145/2591708.2591749; Wolfe, J., Powell, B.A., Not all curves are the same: Left-of-center grading and student motivation (2015) Asee Annual Conference and Exposition, Conference Proceedings 122nd ASEE, 122nd Asee Annual Conference and Exposition: Making Value for Society, , 2015},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Kirk202086,
author={Kirk, D. and Crow, T. and Luxton-Reilly, A. and Tempero, E.},
title={On assuring learning about code quality},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={86-94},
doi={10.1145/3373165.3373175},
note={cited By 3; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079325424&doi=10.1145%2f3373165.3373175&partnerID=40&md5=2fc6682e22a439ec9ad3c348933b3910},
affiliation={University of Auckland, Auckland, New Zealand},
abstract={Most of the lifetime cost of a software product is incurred after it is first delivered, i.e. during the maintenance phase. It is generally acknowledged that the quality of the code significantly impacts maintenance costs. This suggests that “code quality” should be a key competency of graduates of computing qualifications. We examined the learning outcomes of 141 University courses on introduction to programming and found that only about 30% mention any code quality-related topic. In contrast, the relevant national high school assessment framework used in New Zealand requires that, in order to be successful, a student must demonstrate some understanding of code quality. Our recommendation is that, if we are to be confident about producing code-quality-capable students, we must consider adopting agreed achievement standards for code quality. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Code quality;  Computing education;  CS1;  Curriculum;  Digital technologies;  High school;  K-12;  NCEA;  Programming;  Software quality;  Style;  University},
keywords={Codes (symbols);  Computer software selection and evaluation;  Costs;  Curricula;  Education computing;  Mathematical programming;  Students, Code quality;  Computing education;  Digital technologies;  High school;  NCEA;  Style;  University, Software quality},
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McGraw-Hill; Sentance, S., Dorling, M., McNicol, A., Crick, T., Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum (2012) Proceedings of the 7th Workshop in Primary and Secondary Computing Education (WiPSCE'12), pp. 82-85. , https://doi.org/10.1145/2481449.2481469, ACM, New York, NY, USA; Settle, A., Franke, B., Hansen, R., Spaltro, F., Jurisson, C., Rennert-May, C., Wildeman, B., Infusing computational thinking into the middle- And high-school curriculum (2012) Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'12), pp. 22-27. , https://doi.org/10.1145/2325296.2325306, ACM, New York, NY, USA; Sommerville, I., (2011) Software Engineering, , 9 ed.). Pearson; Stegeman, M., Barendsen, E., Smetsers, S., Towards an empirically validated model for assessment of code quality (2014) Proceedings of the 14th Koli Calling International Conference on Computing Education Research (Koli Calling'14), pp. 99-108. , https://doi.org/10.1145/2674683.2674702, ACM, New York, NY, USA; Stegeman, M., Barendsen, E., Smetsers, S., Designing a rubric for feedback on code quality in programming courses (2016) Proceedings of the 16th Koli Calling International Conference on Computing Education Research (Koli Calling'16), pp. 160-164. , https://doi.org/10.1145/2999541.2999555, ACM, New York, NY, USA; Tempero, E., Denny, P., Luxton-Reilly, A., Ralph, P., Objects Count So Count Objects! (2018) Proceedings of the 2018 ACM Conference on International Computing Education Research (ICER'18), pp. 187-195. , https://doi.org/10.1145/3230977.3230985, ACM, New York, NY, USA; Wiese, E.S., Yen, M., Chen, A., Santos, L.A., Fox, A., Teaching students to recognize and implement good coding style (2017) Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (L@S'17), pp. 41-50. , https://doi.org/10.1145/3051457.3051469, ACM, New York, NY, USA},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sweetser2020114,
author={Sweetser, P. and King, A. and DeWan, T.},
title={Setting students up to succeed in computing internships},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={114-121},
doi={10.1145/3373165.3373178},
note={cited By 0; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079325229&doi=10.1145%2f3373165.3373178&partnerID=40&md5=18249cf1690b18a749aced0cb1bb6aaf},
affiliation={Australian National University, Canberra, ACT, Australia; Xperience Works, Canberra, ACT, Australia},
abstract={Work integrated learning and professional practice skills are fundamental to computer science education, in addition to forming a requirement for professional body accreditation of courses. The Australian National University (ANU) offers internship placements as a project-based work integrated learning opportunity for undergraduate and postgraduate students. The ANU Computer Science Internship Program is innovative in its design, as it provides three streams: (1) placement in a host organisation, (2) an academic project-based program, and (3) professional mentoring and support via workshops and peer circles. Students entering internship placements find themselves challenged by leaving the university to engage in work-integrated learning, and even more so if they are international students encountering foreign workplace culture. We support our students in managing and growing through these challenges by providing a supportive network, both academically and professionally. This paper reports on the design, development, ongoing improvements, challenges, and outcomes of our internship program. © 2020 Copyright is held by the owner/author(s). Publication rights licensed to ACM. ACM 978-1-4503-7686-0/20/02…$15.00},
keywords={Capstone;  Computer science;  Computing;  Education;  Internships;  Work-integrated learning},
keywords={Apprentices;  Computer hardware description languages;  Computer science;  Education;  Education computing;  Professional aspects, Australian National University;  Capstone;  Computer Science Education;  Computing;  International students;  Internships;  Professional practices;  Work-integrated learning, Students},
references={(2019) 2019 ACS Accreditation Pilot Manual, Vol. 2:, , https://www.acs.org.au/content/dam/acs/acsaccreditation/ACS%20Accreditation%20Pilot%204.2%20Vol%202.pdf, Accreditation Criteria. Retrieved October 11, 2019 from; Binder, J.F., Baguley, T., Crook, C., Miller, F., The academic value of intearnships: Benefits across disciplines and student backgrounds (2015) Contemporary Educational Psychology, 41, pp. 73-82. , https://doi.org/10.1016/j.cedpsych.2014.12.001; Huizing, R.L., Mentoring together: A literature review of group mentoring (2012) Mentoring & Tutoring: Partnership in Learning, 20 (1), pp. 27-55; Jaime, A., Olarte, J.J., García-Izquierdo, F.J., Domínguez, C., The effect of internships on computer science engineering capstone projects (2019) IEEE Transactions on Education, p. 8. , https://doi.org/10.1109/TE.2019.2930024; McLay, A., Skelton, D., Are we on the move? Projects versus internships (2007) Asia-Pacific Journal of Cooperative Education, 8 (2), pp. 163-167; Moise, I.A., Popescu, T., Kadar, M., Muntean, M., Developing students' educational experiences through work-based learning programmes (2013) Procedia-Social and Behavioral Sciences, 93, pp. 1045-1049. , https://doi.org/10.1016/j.sbspro.2013.09.327, Oct 2013; Norton, L., (2018) Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities, , https://doi.org/10.4324/9781315147581, Routledge, Abingdon, UK; Nunley, J.M., Pugh, A., Romero, N., Alan Seals, R., Jr., College major, internship experience, and employment opportunities: Estimates from a résumé audit (2016) Labour Economics, 38, pp. 37-46. , https://doi.org/10.1016/j.labeco.2015.11.002, Jan 2016; Steele, A., Cleland, S., ICT capstone projects and internships: Analysis of work environment characteristics (2015) Proc. CITRENZ, pp. 101-106; Villamañe, M., Ferrero, B., Álvarez, A., Larrañaga, M., Arruarte, A., Elorriaga, J.A., Dealing with common problems in engineering degrees' Final Year Projects (2014) 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-8. , https://doi.org/10.1109/FIE.2014.7044431},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Jeffries202056,
author={Jeffries, B. and Baldwin, T. and Zalk, M. and Taylor, B.},
title={Online tutoring to support programming exercises},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={56-65},
doi={10.1145/3373165.3373172},
note={cited By 2; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079324704&doi=10.1145%2f3373165.3373172&partnerID=40&md5=1dc55a957594621e969df7b8f899308c},
affiliation={Grok Learning SydneyNSW, Australia; University of Melbourne, School of Computing and Information Systems, Melbourne, VIC, Australia; University of Sydney, School of Computing Science, Faculty of Engineering, Australia},
abstract={Programming exercises lend themselves to learning environments that can provide automated testing and formative feedback to allow students to learn independently and at their own pace. Even so, there are still situations where there is no substitute for interaction with a human expert to provide guidance and encouragement to students. We describe how online tutoring is used within two very different contexts on the same platform. While both contexts use a specific learning environment, many of the experiences encountered in providing online tutoring support provide important lessons for educators that generalise to using any comparable environment. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Automated feedback;  Computer science education;  Online education;  Programming assignments;  Tutoring},
keywords={Computer aided instruction;  Computer programming;  Education computing;  Students, Automated feedback;  Computer Science Education;  On-line education;  Programming assignments;  Tutoring, E-learning},
references={(2019) Digital Technologies |The Australian Curriculum, , https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/, Accessed: 2019-10-05; Barker, P., On being an online tutor (2002) Innovations in Education and Teaching International, 39 (1), pp. 3-13. , 2002; Chiu, T.K.F., Thomas, K.F., Hew, Factors influencing peer learning and performance in MOOC asynchronous online discussion forum (2018) Australasian Journal of Educational Technology, 34, p. 4. , https://doi.org/10.14742/ajet.3240, 2018; Cohen, P.A., Kulik, J.A., Kulik, C.-L.C., Educational outcomes of tutoring: A Meta-analysis of Findings (1982) American Educational Research Journal, 19 (2), pp. 237-248. , 1982; de Jong, N., Verstegen, D.M.L., Könings, K.D., The role of the e-tutor in synchronous online problem-based learning: A study in a Master Public Health Programme (2018) British Journal of Educational Technology, 49 (3), pp. 385-397. , 2018; Fenwick, J., Considerations in automated marking (2015) 17th Australasian Computing Education Conference (ACE 2015) (CRPIT), 160, pp. 111-118. , http://crpit.com/confpapers/CRPITV160Fenwick.pdf, D D'Souza and K. Falkner (Eds.),. ACS, Sydney, Australia; Goold, A., Coldwell, J., Craig, A., An examination of the role of the E-tutor (2010) Australasian Journal of Educational Technology, 26 (5), pp. 704-716. , 2010; Graesser, A.C., Person, N.K., Question asking during tutoring (1994) American Educational Research Journal, 31 (1), pp. 104-137. , 1994; Guo, P.J., Codeopticon: Real-time, one-to-many human tutoring for computer programming (2015) Proceedings of the 28th Annual ACM Symposium on User Interface Software and Technology (UIST'15), pp. 599-608. , https://doi.org/10.1145/2807442.2807469, ACM, New York, NY, USA; Hrastinski, S., Stenbom, S., Benjaminsson, S., Jansson, M., Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics (2019) Interactive Learning Environments, pp. 1-13. , 2019; Hunt, A., Thomas, D., (1999) The Pragmatic Programmer: From Journeyman to Master, , Addison-Wesley Longman Publishing Co., Inc., Boston, MA, USA; Kizilcec, R.F., Piech, C., Schneider, E., Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses (2013) Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK'13), pp. 170-179. , https://doi.org/10.1145/2460296.2460330, ACM, Leuven, Belgium; McPherson, M., Nunes, M.B., The role of tutors as a fundamental component of online learning support (2013) Distance and E-Learning in Transition, pp. 235-246. , John Wiley and Sons, Inc., Hoboken, NJ USA; Mishra, D., Cayzer, S., Madden, T., Tutors and gatekeepers in sustainability MOOCS (2017) On the Horizon, 25 (1), pp. 45-59. , 2017; Ritter, G.W., Barnett, J.H., Denny, G.S., Albin, G.R., The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis (2009) Review of Educational Research, 79 (1), pp. 3-38. , 2009; (2019) What is NCSS?, , https://ncss.edu.au/about, Accessed: 2019-11-23; Sim, T.Y., Lau, S.L., Online tools to support novice programming: A systematic review (2018) 2018 IEEE Conference on E-Learning, E-Management and E-Services (IC3e), pp. 91-96. , https://doi.org/10.1109/IC3e.2018.8632649, IEEE, Langkawi Island, Malaysia, Malaysia; Wasik, S., Antczak, M., Badura, J., Laskowski, A., Sternal, T., A survey on online judge systems and their applications (2018) ACM Comput. Surv., 51 (1), 34p. , Article Jan. 2018},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Whalley202011,
author={Whalley, J. and Ogier, H.},
title={Paperclips, circles, and six-legged spiders: An exploration of self-perceived and measured creativity among CS students},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={11-20},
doi={10.1145/3373165.3373167},
note={cited By 3; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079322594&doi=10.1145%2f3373165.3373167&partnerID=40&md5=6d04003e7f5e6e4a755a8eb81d251223},
affiliation={Computer Science Auckland University of Technology, Auckland, New Zealand; Software Engineering Research Lab, Auckland University of Technology, Auckland, New Zealand},
abstract={This paper presents an exploration of the creative potential of a small group of computer science students, how their scores on divergent production tests relate to their self-perceived creativity in certain domains, and how these both relate to their academic performance in a computer graphics programming course. It was found the higher the creativity on alternative uses tests the higher the grade the students achieved on the course, and the higher the creativity as measured by a figural divergent production test the higher their self-perceived creativity was across a set of domains related to computer science. The implications of these findings in terms of exactly what our assessments are measuring is discussed. © 2020 Association for Computing Machinery.},
keywords={Assessment;  Computer graphics programming;  Creative potential;  Divergent thinking},
keywords={Computer graphics;  Computer programming;  Education computing, Academic performance;  Assessment;  Computer science students;  Creative potentials;  Divergent thinkings;  Graphics programming;  Perceived creativities;  Production test, Students},
references={Apiola, M., Lattu, M., Pasanen, T.A., Creativity and intrinsic motivation in computer science education: Experimenting with robots (2010) Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '10), pp. 199-203. , https://doi.org/10.1145/1822090.1822147, ACM, New York, NY, USA; Baer, J., Domain specificity and the limits of creativity theory (2012) The Journal of Creative Behavior, 46 (1), pp. 16-29. , https://doi.org/10.1002/jocb.002; Bonk, C., (2003) Creativity Test: Torrance Tests of Creative Thinking, , http://curtbonk.com/bobweb/Handout/d3.ttct.htm, 1962). Retrieved September 22, 2019 from; Burkhart, R.C., Bernheim, G., (1963) Object Questions Tests Manual University Park, , PA.: Department of Art Education Research, Pennsylvania State University; Cropley, A.J., Defining and measuring creativity: Are creativity tests worth using? (2000) Roeper Review, 23 (2), pp. 72-79. , https://doi.org.10.1080/02783190009554069; Deschryver, M.D., Aman Yadav, A., Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning (2015) Journal of Technology and Teacher Education, 23 (3), pp. 411-431. , https://www.learntechlib.org/primary/p/151572/, Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 22, 2019 from; Díaz, P., Aedo, I., Cubas, J., Codice: Balancing software engineering and creativity in the co-design of digital encounters with cultural heritage (2014) Proceedings of the 2014 International Working Conference on Advanced Visual Interfaces (AVI '14), pp. 253-256. , https://doi.org/10.1145/2598153.2598190, ACM, New York, NY, USA; Dippo, C., Evaluating the alternative uses test of creativity (2013) Proceedings of the National Conference on Undergraduate Research (NCUR), , http://www.ncurproceedings.org/ojs/index.php/NCUR2013/article/viewFile/547/346, University of Wisconsin La Crosse, WI. Retrieved September 22, 2019 from; Doleck, T., Bazelais, P., Lemay, D.J., Saxena, A., Basnet, R.B., Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: Exploring the relationship between computational thinking skills and academic performance (2017) Journal of Computers in Education, 4 (4), pp. 355-369. , https://doi.org/10.1007/s40692-017-0090-9; (2012) Four Ways to Measure Creativity, , http://www.senseandsensation.com/2012/03/assessing-creativity.html#!/2012/03/assessing-creativity.html, Retrieved September 23, 2019 from; Glaser, B.G., Straus, A.L., (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research, , Chicago: Aldine; Grover, S., Pea, R., Computational thinking in K-12: A review of the state of the field (2013) Educational Researcher, 42 (1), pp. 38-43. , https://doi.org/10.3102/0013189X12463051; Guilford, J.P., (1967) The Nature of Human Intelligence, , New York, NY, USA: McGraw-Hil1; Guilford, J.P., Creativity (1950) American Psychologist, 5, pp. 444-454. , http://dx.doi.org/10.1037/h0063487; Hershkovitz, A., Sitman, R., Israel-Fishelson, R., Eguíluz, A., Garaizar, P., Guenaga, M., Creativity in the acquisition of computational thinking (2019) Interactive Learning Environments, 27 (5-6), pp. 628-644. , https://doi.org/10.1080/10494820.2019.1610451; Measures of creativity (2016) The Psych 101 Series: Creativity 101, , https://search.credoreference.com/content/entry/spc/measures_of_creativity/0, James C. Kaufman, 2nd edition). New York, NY: Springer Publishing Company. Retrieved September 22, 2019 from; Kaufman, J.C., Baer, J., Sure, I'm creative - But not in mathematics!: Self-reported creativity in diverse domains (2004) Empirical Studies of the Arts, 22 (2), pp. 143-155. , https://doi.org/10.2190/26HQ-VHE8-GTLNBJJM; Kaufman, J.C., Baer, J., Cole, J.C., The construct of creativity: Structural model for self‐reported creativity ratings (2009) The Journal of Creative Behavior, 43, pp. 119-134. , https//doi.org/10.1002/j.2162-6057.2009.tb01310.x; Kaufman, J.C., Waterstreet, M.A., Ailaouni, H.S., Whitcomb, H.J., Roe, A.K., Riggs, M., Personality and self-perceptions of creativity across domains (2010) Imagination, Cognition and Personality, 29 (3), pp. 193-209. , http://dx.doi.org/10.2190/IC.29.3.c; Kendall, M.G., Gibbons, J.D., (1990) Rank Correlation Methods, , 5th edition). London: Arnold; Kim, K.H., The Torrance tests of creative thinking - Figural or verbal: Which one should we use? (2017) Creativity Theories-Research-Applications, 4 (2), pp. 302-321. , https://doi.org/10.1515/ctra-2017-0015; Kim, K.H., Can we trust creativity tests? A review of the torrance tests of creative thinking (TTCT) (2006) Creativity Research Journal, 18 (1), pp. 3-14. , https://doi.org/10.1207/s15326934crj1801_2; Kim, K.H., Cramond, B., Confirmatory factor analyses of the Torrance Tests of Creative Thinking (2004) Proceedings of the 51St Annual Convention of the National Association for Gifted Children, , Salt Lake City. UT; Kwasnik, M., Nature of creativity in computer science education. Designing innovative workshops for CS students (2014) Proceedings of the 2014 Multimedia, Interaction, Design and Innovation International Conference on Multimedia, Interaction, Design and Innovation (MIDI '14), p. 7. , https://doi.org/10.1145/2643572.2643580, ACM, New York, NY, USA, Article; Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Kafai, Y., Scratch: Programming for All (2009) Commun. ACM, 52 (11), pp. 60-67. , https://doi.org/10.1145/1592761.1592779, November 2009; Runco, M.A., Acar, S., Divergent thinking as an indicator of creative potential (2012) Creativity Research Journal, 24 (1), pp. 66-75. , https://doi.org/10.1080/10400419.2012.652929; Said-Metwaly, S., Kyndt, E., van den Noortgate, W., Approaches to measuring creativity. Theories - Research - Applications. A systematic literature review (2017) Creativity, 4 (2), pp. 238-275. , https://doi.org/10.1515/ctra-2017-0013; Salgian, A., Nakra, T.M., Ault, C., Wang, Y., Teaching creativity in computer science (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education (SIGCSE '13), pp. 123-128. , https://doi.org/10.1145/2445196.2445238, ACM, New York, NY, USA; Sawyer, K., (2012) Explaining Creativity: The Science of Human Innovation, , 2nd edition). New York: Oxford Univ. Press; Silvia, P.J., Nusbaum, E.C., What's your major? College majors markers of creativity (2012) The International Journal of Creativity and Problem Solving, 22 (2), pp. 31-43; Silvia, P.J., Kaufman, J.C., Pretz, J.E., Is creativity domain specific? Latent class models of creative accomplishments and creative self-descriptions (2009) Psychology of Aesthetics, Creativity and the Arts, 3 (3), pp. 139-148. , https//:doi.org/10.1037/a00114940; Torrance, E.P., (1974) Torrance Tests of Creative Thinking: Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B; Figural Tests, Forms A and B, , Princeton, NJ: Personnel Press; Torrance, E.P., Safter, T.H., (1999) Making the Creative Leap beyond, , Buffalo, N.Y: Creative Education Foundation Press; Wallach, M.A., Kogan, N., (1965) Modes of Thinking in Young Children, , New York, NY: Wiley and Sons; Zhou, C., Developing creativity as a scientific literacy in software engineering education towards sustainability (2016) Proceedings of the 12th International Conference on Natural Computation, Fuzzy Systems and Knowledge Discovery (ICNC-FSKD'16) IEEE, pp. 2257-2261. , https://doi.org/10.1109/FSKD.2016.760353},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pelchen2020122,
author={Pelchen, T. and Mathieson, L. and Lister, R.},
title={On the evidence for a learning hierarchy in data structures exams},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={122-131},
doi={10.1145/3373165.3373179},
note={cited By 1; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079322060&doi=10.1145%2f3373165.3373179&partnerID=40&md5=974e1a45a5caabdd36661467b6334ce1},
affiliation={University of Technology Sydney, Sydney, Australia},
abstract={Several previous research studies have found a relationship between the ability of novices to trace and explain code, and the ability to write code. Harrington and Cheng refer to that relationship as the Learning Hierarchy. However, almost all of those studies examined students at the end of their first semester of learning to program (i.e. CS1). This paper is only the third paper to describe a study of explain in plain English questions on students at the end of an introductory data structures course. The preceding two papers reached contradictory conclusions. Corney et al. presented results consistent with the Learning Hierarchy identified in the CS1 studies. However, Harrington and Cheng presented results for data structures students suggesting that the hierarchy reversed by the time students had progressed to the level of learning about data structures; that is, tracing and explaining were skills that followed writing. In our study of data structures students, we present results that are consistent with the Learning Hierarchy derived from the CS1 students. We believe that the reversal identified by Harrington and Cheng can occur, but only as a consequence of a mismatch in the relative difficulty of tracing, explaining and writing questions. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Data structures;  Explain in plain English;  Programming},
keywords={Codes (symbols);  Data structures;  Education computing;  Mathematical programming, Explain in plain English;  Research studies, Students},
references={Aldrich, J., Correlations genuine and spurious in Pearson and Yule (1995) Statist. Sci., 10 (4), pp. 364-376. , 1995; Colquhoun, D., The reproducibility of research and the misinterpretation of P values (2017) Royal Society Open Science, 4, p. 12. , http://dx.doi.org/10.1098/rsos.171085, Dec. 2017; Corney, M., Fitzgerald, S., Hanks, B., Lister, R., McCauley, R., Murphy, L., Explain in plain English' questions revisited: Data structures problems (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE'14), pp. 591-596. , https://doi.org/10.1145/2538862.2538911, ACM, New York, NY, USA; Duda, R., Gaschnig, J., Hart, P., Model design in the prospector consultant system for mineral exploration (1981) Readings in Artificial Intelligence, pp. 334-348. , B. L. Webber and N. J. Nilsson (Eds.). Kaufmann, Los Altos, CA; Harrington, B., Cheng, N., Tracing vs. Writing code: Beyond the learning hierarchy (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18), pp. 423-428. , https://doi.org/10.1145/3159450.3159530, ACM, New York, NY, USA; Lister, R., Concrete and other neo-Piagetian forms of reasoning in the novice programmer (2011) Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114 (ACE'11), pp. 9-18. , http://dl.acm.org/citation.cfm?id=2459936.2459938, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Lister, R., Toward a developmental epistemology of computer programming (2016) Proceedings of the 11th Workshop in Primary and Secondary Computing Education (WiPSCE'16), pp. 5-16. , https://doi.org/10.1145/2978249.2978251, ACM, New York, NY, USA; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-national Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bull, 36 (4), pp. 119-150. , https://doi.org/10.1145/1041624.1041673, June 2004; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) SIGCSE Bull, 41 (3), pp. 161-165. , https://doi.org/10.1145/1595496.1562930, July 2009; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: Novice programmers and the Solo taxonomy (2006) SIGCSE Bull, 38 (3), pp. 118-122. , https://doi.org/10.1145/1140123.1140157, June 2006; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Proceedings of the Fourth International Workshop on Computing Education Research (ICER'08), pp. 101-112. , https://doi.org/10.1145/1404520.1404531, ACM, New York, NY, USA; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) SIGCSE Bull, 33 (4), pp. 125-180. , https://doi.org/10.1145/572139.572181, Dec. 2001; Murphy, L., Fitzgerald, S., Lister, R., McCauley, R., Ability to'Explain in Plain English' Linked to Proficiency in Computer-based Programming (2012) Proceedings of the Ninth Annual International Conference on International Computing Education Research (ICER'12), pp. 111-118. , https://doi.org/10.1145/2361276.2361299, ACM, New York, NY, USA; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going solo to assess novice programmers (2008) SIGCSE Bull, 40 (3), pp. 209-213. , https://doi.org/10.1145/1597849.1384328, June 2008; Teague, D., (2015) Neo-Piagetian Theory and the Novice Programmer, , https://eprints.qut.edu.au/86690/, Ph.D. Dissertation. Queensland University of Technology; Venables, A., Tan, G., Lister, R., A closer look at tracing, explaining and code writing skills in the novice programmer (2009) Proceedings of the Fifth International Workshop on Computing Education Research Workshop (ICER'09), pp. 117-128. , https://doi.org/10.1145/1584322.1584336, ACM, New York, NY, USA; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Ajith Kumar, P.K., Prasad, C., An Australasian study of reading and comprehension skills in novice programmers, using the bloom and Solo taxonomies (2006) Proceedings of the 8th Australasian Conference on Computing Education - Volume 52 (ACE'06), pp. 243-252. , http://dl.acm.org/citation.cfm?id=1151869.1151901, Australian Computer Society, Inc., Darlinghurst, Australia, Australia},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Zhang202066,
author={Zhang, L.C. and Nouri, J. and Rolandsson, L.},
title={Progression of Computational Thinking Skills in Swedish Compulsory Schools with Block-based Programming},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={66-75},
doi={10.1145/3373165.3373173},
note={cited By 4; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079317366&doi=10.1145%2f3373165.3373173&partnerID=40&md5=156f1b15b85299b826ff26a9a8562013},
affiliation={Department of Computer and Systems Sciences, Stockholm University, Stockholm, Sweden; Department of Education, Uppsala University, Uppsala, Sweden},
abstract={Although Computational Thinking and Programming have become obligatory in many national curricula, the majority of teachers in practice are currently in dire need of support from both the research and teaching community. A national research and teacher development project was initiated in Sweden to address this issue. To develop their pedagogical competence in these new subjects, 31 in-service teachers from the project performed lesson studies at their schools. This study collected and analyzed the documentation of 12 lesson studies regarding how computational thinking skills are taught and assessed in K-9, with block-based programming. The study applies a validated CT framework to identify the involved computational thinking skills. The result presents a progression stage scheme for these skills in compulsory schools. The paper also discusses the problems and challenges in the assessment of computational thinking skills. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02…$15.00},
keywords={Assessment;  Block-based programming;  Compulsory education;  Computational thinking;  Programming;  Progression},
keywords={Curricula;  Education computing;  Mathematical programming, Assessment;  Block based;  Computational thinkings;  Development project;  Lesson studies;  Problems and challenges;  Progression;  Swedishs, Computational methods},
references={Duncan, C., Bell, T., Tanimoto, S., Should your 8-year-old learn coding? (2014) Proceedings of the 9th Workshop in Primary and Secondary Computing Education, pp. 60-69. , November 05 07, 2014. Berlin, Germany ACM; Barr, D., Harrison, J., Conery, L., Computational thinking: A digital age skill for everyone (2011) Learning & Leading with Technology, 38 (6), pp. 20-23; Falkner, K., Vivian, R., Falkner, N., The Australian digital technologies curriculum: Challenge and opportunity (2014) Proceedings of the Sixteenth Australasian Computing Education Conference, 148, pp. 3-12. , January 20 23, 2014. Auckland, New Zealand. Australian Computer Society, Inc; (2013) National Curriculum in England: Computing Programmes of Study, , https://www.gov.uk/government/publications/national-curriculumin-englandcomputing-programmes-of-study, Access on September 20th, 2020; Stärkt digital kompetens i skolans styrdokument (2017) Promemoria, , http://www.regeringen.se/pressmedelanden/2017/03/starktdigital-kompetens-i-laroplaner-och-kursplaner/, Accessed September 20th, 2020; Werntrop, D., Wilensky, U., The challenges of studying blocks-based programming environments (2015) 2015 IEEE Blocks and beyond Workshop (Blocks and Beyond), pp. 5-7. , October 22, 2015. Atlanta, USA. IEEE; Koorsse, M., Cilliers, C., Calitz, A., Programming assistance tools to support the learning of IT programming in South African secondary schools (2015) Computers & Education, 82, pp. 162-178; Brennan, K., Resnick, M., New frameworks for studying and assessing the development of computational thinking (2012) Proceedings of the 2012 Annual Meeting of the American Educational Research Association, pp. 1-25. , April 13-17, 2012. Vancouver, Canada; Kelleher, C., Pausch, R., Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers (2005) ACM Computing Surveys (CSUR), 37 (2), pp. 83-137; Garner, S., Learning to program from Scratch (2009) 2009 Ninth IEEE International Conference on Advanced Learning Technologies, pp. 451-452. , July. July 15-17, 2009. Riga, Latvia. IEEE; (2017) Kursplanen i Matematik, , https://www.skolverket.se/undervisning/grundskolan/laroplan-och-kursplanerfor-grundskolan/laroplan-lgr11-for-grundskolan-samt-for-forskoleklassen-ochfritidshemmet, retrieved April 15th 2019; (2011) Report of a Workshop on the Pedagogical Aspects of Computational Thinking, , National Research Council National Academies Press; Furtak, E.M., Linking a learning progression for natural selection to teachers' enactment of formative assessment (2012) Journal of Research in Science Teaching, 49 (9), pp. 1181-1210; Papert, S., (1980) Mindstorms: Children, Computers, and Powerful Ideas, , Basic Books, Inc; Wing, J.M., Computational thinking (2006) Communications of the ACM, 49 (3), pp. 33-35; Bers, M.U., (2017) Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, , New York: Routledge; Berland, M., Wilensky, U., Comparing virtual and physical robotics environments for supporting complex systems and computational thinking (2015) Journal of Science Education and Technology, 24 (5), pp. 628-647; Kelleher, C., Pausch, R., Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers (2005) ACM Computing Surveys (CSUR), 37 (2), pp. 83-137; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., Learning computer science concepts with scratch (2013) Computer Science Education, 23 (3), pp. 239-264; Matsuzawa, Y., Tanaka, Y., Sakai, S., Measuring an impact of block-based language in introductory programming (2016) International Conference on Stakeholders and Information Technology in Education, pp. 16-25. , July 5-8, 2016. Guimarães, Portugal. Springer, Cham; Kong, S.C., A framework of curriculum design for computational thinking development in K-12 education (2016) Journal ofComputers in Education, 3 (4), pp. 377-394; Falloon, G., An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad (2016) Journal of Computer Assisted Learning, 32 (6), pp. 576-593; Lye, S.Y., Koh, J.H.L., Review on teaching and learning of computational thinking through programming: What is next for K-12? (2014) Computers in Human Behavior, 41, pp. 51-61; Zhang, L., Nouri, J., A systematic review of learning by computational thinking through Scratch in K-9 (2019) Computers & Education, p. 103607; Scaffidi, C., Chambers, C., Skill progression demonstrated by users in the Scratch animation environment (2012) International Journal of Human-Computer Interaction, 28 (6), pp. 383-398; Moreno-León, J., Robles, G., Román-González, M., Towards data-driven learning paths to develop computational thinking with scratch (2017) IEEE Transactions on Emerging Topics in Computing; Fernandez, C., Yoshida, M., (2012) Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning, , New York: Routledge; Fereday, J., Muir-Cochrane, E., Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development (2006) International Journal of Qualitative Methods, 5 (1), pp. 80-92; Dasgupta, S., Hale, W., Monroy-Hernández, A., Hill, B.M., Remixing as a pathway to computational thinking (2016) Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing, pp. 1438-1449. , February. February 27 March 02, 2016. San Francisco, USA. ACM},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Garner201937,
author={Garner, J. and Denny, P. and Luxton-Reilly, A.},
title={Mastery Learning in Computer Science Education},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={37-46},
doi={10.1145/3286960.3286965},
note={cited By 4; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061293916&doi=10.1145%2f3286960.3286965&partnerID=40&md5=4f6c278014c317af6928d44c1977c279},
affiliation={University of Auckland, Auckland, New Zealand},
abstract={Mastery learning is a pedagogical approach in which students must demonstrate mastery of the currently assessed unit of material before being permitted to progress to the next unit. Recent work has suggested that mastery learning may provide a solution to the divergent outcomes observed in introductory computer science (CS) courses. While mastery learning has shown benefits outside of CS, it has received less attention in CS education, and there is no existing overview of the approaches that have been used in this discipline. To remedy this, we review the literature on the use of mastery learning in computer science. We find that while mastery learning has been applied successfully in CS education, the literature is sparse and lacks a unified approach and generalisable results. © 2019 Association for Computing Machinery.},
keywords={Keller plan;  mastery learning;  pedagogy;  PSI},
keywords={Teaching, Computer Science Education;  CS education;  Introductory computer science;  Keller plan;  Mastery learning;  Pedagogical approach;  pedagogy;  Unified approach, Education computing},
references={Brinkman, W., Rae, A., Dwivedi, Y., Computer-aided personalised system of instruction for teaching mathematics in an online learning environment (2009) Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, pp. 271-299. , IGI Global; Capovilla, D., Berges, M., Mühling, A., Hubwieser, P., Handling heterogeneity in programming courses for freshmen (2015) Proceedings of the 2015 International Conference on Learning and Teaching in Computing and Engineering (LATICE '15), pp. 197-203. , IEEE Computer Society, Washington, DC, USA; Albert, T., Corbett, Cognitive computer tutors: Solving the two-sigma problem (2001) Proceedings of the 8th International Conference on User Modeling 2001 (UM '01), pp. 137-147. , http://dl.acm.org/citation.cfm?id=647664.733401, Springer-Verlag, London, UK, UK; Corbett, A.T., Anderson, J.R., Student modeling and mastery learning in a computer-based programming tutor (1992) Proceedings of the Second International Conference on Intelligent Tutoring Systems (ITS '92), pp. 413-420. , http://dl.acm.org/citation.cfm?id=648027.744678, Springer-Verlag, London, UK, UK; De Macêdo Morais, L.A., Figueiredo, J.C.A., Guerrero, D.D.S., Students satisfaction with mastery learning in an introductory programming course (2014) Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática Na Educação-SBIE), 25, p. 1048; Engle, S., Rollins, S., Expert code review and mastery learning in a software development course (2013) J. Comput. Sci. Coll., 28 (4), pp. 139-147. , http://dl.acm.org/citation.cfm?id=2458539.2458564, April 2013; Jacková, J., Learning for mastery in an introductory programming course (2008) SIGCSE Bull., 40 (3), pp. 352-352. , June 2008; Jazayeri, M., Combining mastery learning with project-based learning in a first programming course: An experience Report (2015) Proceedings of the 37th International Conference on Software Engineering - Volume 2 (ICSE '15), pp. 315-318. , http://dl.acm.org/citation.cfm?id=2819009.2819059, IEEE Press, Piscataway, NJ, USA; Kitchenham, B., Charters, S., (2007) Guidelines for Performing Systematic Literature Reviews in Software Engineering, , http://www.dur.ac.uk/ebse/resources/Systematic-reviews-5-8.pdf, Technical Report EBSE 2007-001. Keele University and Durham University Joint Report; Kulik, C.C., Kulik, J.A., Bangert-Drowns, R.L., Effectiveness of mastery learning programs: A meta-analysis (1990) Review of Educational Research, 60 (2), pp. 265-299. , 1990; LeJeune, N., Contract grading with mastery learning in CS 1 (2010) J. Comput. Sci. Coll., 26 (2), pp. 149-156. , http://dl.acm.org/citation.cfm?id=1858583.1858604, Dec. 2010; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy (2006) Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITICSE '06), pp. 118-122. , ACM, New York, NY, USA; Luxton-Reilly, A., Becker, B.A., Cao, Y., McDermott, R., Mirolo, C., Mühling, A., Petersen, A., Whalley, J., Developing assessments to determine mastery of programming fundamentals (2017) Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '17), pp. 388-388. , ACM, New York, NY, USA; McCane, B., Ott, C., Meek, N., Robins, A., Mastery learning in introductory programming (2017) Proceedings of the Nineteenth Australasian Computing Education Conference (ACE '17), pp. 1-10. , ACM, New York, NY, USA; Rae, A., Samuels, P., Web-based personalised system of instruction: An effective approach for diverse cohorts with virtual Learning Environments? (2011) Comput. Educ., 57 (4), pp. 2423-2431. , Dec. 2011; Anthony, V., Robins, Learning edge momentum: A new account of outcomes in CS1 (2010) Computer Science Education, 20, pp. 37-71. , 2010; Shaffer, S.C., Beth Rosson, M., Increasing student success by modifying course delivery based on student submission data (2013) ACM Inroads, 4 (4), pp. 81-86. , Dec. 2013; Sheard, J., Morgan, M., Butler, M., Falkner, K., Weerasinghe, A., Simon, (2014) Experiences of First-year Students in ICT Courses: Good Teaching Practices, , http://www.acdict.edu.au/documents/JudySheardFirstYearStudentsICTcoursesFinal.pdf, 2014; Tennyson, R.D., Breuer, K., Improving problem solving and creativity through use of complex-dynamic simulations (2002) Computers in Human Behavior, 18 (6). , 2002; Thompson, E., Luxton-Reilly, A., Whalley, J., Hu, M., Robbins, P., Bloom's taxonomy for CS assessment (2008) Proceedings of the Tenth Conference on Australasian Computing Education-Volume 78 (ACE'08), 78, pp. 155-161. , Australian Computer Society, Inc; Urban-Lurain, M., Weinshank, D.J., "I do and I understand": Mastery model learning for a large non-major course (1999) SIGCSE Bull., 31 (1), pp. 150-154. , March 1999},
correspondence_address1={Garner, J.; University of AucklandNew Zealand; email: jgar569@aucklanduni.ac.nz},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Crow201969,
author={Crow, T. and Luxton-Reilly, A. and Wünsche, B.C. and Denny, P.},
title={Resources and Support for the Implementation of Digital Technologies in New Zealand Schools},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={69-78},
doi={10.1145/3286960.3286969},
note={cited By 3; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061293004&doi=10.1145%2f3286960.3286969&partnerID=40&md5=f72cc02b536c42004f2692a17b415171},
affiliation={University of Auckland, Auckland, New Zealand},
abstract={In 2017, the curriculum areas of Digital Technologies and Hangarau Matihiko were added to the New Zealand school curricula covering content related to the fundamental principles of computer science and developing digital technologies. This poses the challenge of up-skilling teachers nationwide to understand the concepts in the curricula so teachers and schools can develop their own unique implementations of the curriculum. In this paper we outline the resources and support being made available to teachers and discuss how this relates to the broader ideas behind the curriculum. © 2019 Association for Computing Machinery.},
keywords={computer science education;  curriculum;  digital technology;  K-12;  novice programming;  programming education;  school},
keywords={Computer programming;  Education computing;  Engineering education, Computer Science Education;  Digital technologies;  Novice programming;  Programming education;  school, Curricula},
references={(2018) $40m Digital Fluency Package, , http://www.beehive.govt.nz/release/40m-digital-fluency-package, 2018; (2018) Accreditation | Education Services, , http://services.education.govt.nz/pld/information-for-providers/accreditation/, 2018; (2018) Game Editor, , http://make.gamefroot.com, 2018; (2018) Hangarau Matihiko, , http://hangaraumatihiko.tki.org.nz/, 2018; (2018) Homepage - Te Kete Ipurangi (TKI), , https://www.tki.org.nz/, 2018; (2018) Homepage Kia Takatu A-Matihiko, , https://kiatakatu.ac.nz/, 2018; (2018) Homepage SIGNAL, , https://signal.ac.nz/, 2018; (2018) Minecraft Teaches Tamariki to Code in Te Reo M aori, , http://www.maoritelevision.com/news/regional/minecraft-teaches-tamariki-code-te-reo-maori, 2018; (2018) The New Zealand Curriculum / Kia Ora - NZ Curriculum, , http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum, 2018; (2018) OMGTech!, , https://omgtech.co.nz/, 2018; (2018) Progress Outcomes / Technology / the New Zealand Curriculum / Kia Ora - NZ Curriculum, , http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes, 2018; (2018) Technology Subject Resources, , https://www.nzqa.govt.nz/ncea/subjects/technology/levels/, corporateName=New Zealand Qualifications Authority (NZQA). (2018); Bell, T., Establishing a nationwide CS curriculum in New Zealand high schools (2014) Commun. ACM, 57 (2), pp. 28-30. , Feb. 2014; Bell, T., Andreae, P., Robins, A., A case study of the introduction of computer science in NZ schools (2014) Trans. Comput. Educ., 14 (2), pp. 10:1-10:31. , June 2014; Bell, T., Newton, H., Andreae, P., Robins, A., The introduction of computer science to NZ High Schools: An analysis of student work (2012) Proceedings of the 7th Workshop in Primary and Secondary Computing Education (WiPSCE '12), pp. 5-15. , ACM, New York, NY, USA; Bell, T., Newton, H., Duncan, C., Jarman, S., (2014) Adoption of Computer Science in NZ Schools, , https://ir.canterbury.ac.nz/handle/10092/10626, 2014; Bell, T., Vahrenhold, J., CS unplugged how is it used, and does it work? (2018) Adventures between Lower Bounds and Higher Altitudes: Essays Dedicated to Juraj Hromkovic on the Occasion of His 60th Birthday, pp. 497-521. , Hans-Joachim BAuckenhauer, Dennis Komm, and Walter Unger (Eds.). Springer International Publishing, Cham; Brough, C., (2008) Student-centred Curriculum Integration and the New Zealand Curriculum, , http://link.galegroup.com/apps/doc/A192000724/AONE?sid=googlescholar, May 2008; Thompson, D., Bell, T., Adoption of new computer science high school standards by New Zealand Teachers (2013) Proceedings of the 8th Workshop in Primary and Secondary Computing Education (WiPSE '13), pp. 87-90. , ACM, New York, NY, USA; Webb, M., Davis, N., Bell, T., Katz, Y.J., Reynolds, N., Chambers, D.P., Syslo, M.M., Computer science in K-12 school curricula of the 2lst century: Why, what and when? (2017) Education and Information Technologies, 22 (2), pp. 445-468. , (2017), bibtex[publisher=Springer] Citation Key: webb_computer_2017; (2017) Digital Technologies and Hangarau Matihiko Curriculum Content Goes Live, , https://education.govt.nz/news/digital-technologies-and-hangarau-matihiko-curriculum-content-goes-live/, Education in New Zealand. (2017); (2018) Summary Report: How We've Strengthened Digital Technologies and Hangarau Matihiko Content in the Curriculum, , https://education.govt.nz/ministry-of-education/consultations-and-reviews, Education in New Zealand. (2018)},
correspondence_address1={Crow, T.; University of AucklandNew Zealand; email: t.crow@auckland.ac.nz},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ott201987,
author={Ott, C. and Meek, N.},
title={Pair Teaching in Action},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={87-95},
doi={10.1145/3286960.3286971},
note={cited By 0; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061285239&doi=10.1145%2f3286960.3286971&partnerID=40&md5=8adef285cedcfcfcb4303243864ad2e4},
affiliation={Dept. Computer Science, University of Otago, Dunedin, New Zealand},
abstract={We share our procedure, resources, and experiences in using pair teaching to deliver a first-year introductory web development course. We will describe how having two lecturers in the lecture theatre can provide more opportunities for live examples, coding demonstrations, discussions and in-lecture exercises leading to a varied delivery which was perceived as more engaging than a traditional lecture format. Furthermore, we argue that pair teaching supports professional development by facilitating self- and peer-review, sharing domain knowledge, as well as helping new lecturers to become familiar with an established lecture series. As a side effect, we discovered that teaching as a pair is a less isolating experience and much more fun. © 2019 Association for Computing Machinery.},
keywords={Active Learning;  Co Teaching;  Pair Lecturing;  Pair Teaching;  Team Teaching},
keywords={Computer applications;  Computer programming, Active Learning;  Co-teaching;  Domain knowledge;  Lecture exercise;  Pair Lecturing;  Professional development;  Team teaching;  Web development, Education computing},
references={Andersson, R., Bendix, L., Pair teaching - An eXtreme teaching practice (2006) Proceedings of 4:e Pedagogiska Inspirationskonferensen, , Lund, Sweden; Burden, H., Heldal, R., Adawi, T., Pair lecturing to enhance reflective practice and teacher development (2012) Proceedings of LTHs 7:e Pedagogiska Inspirationskonferens, , Lund, Sweden; Burden, H., Heldal, R., Adawi, T., Pair lecturing to model modelling and encourage active learning (2012) Proceedings of ALE2012 11th Active Learning in Engineering Workshop, , Copenhagen, Denmark; Krug, S., (2014) Don't Make Me Think, Revisited: A Common Sense Approach to Web Usability (3rd Ed.), , New Riders Publishing, Thousand Oaks, CA, USA; Liebehenschel, J., Schäfer, J., Team teaching - A case study (2017) SEUH 2017 Software Engineering im Unterricht der Hochschulen, , (B. Bruegge & S. Krusche, Eds.), Hannover, Germany; Liebel, G., Burden, H., Heldal, R., For free: Continuity and change by team teaching (2017) Teaching in Higher Education, 22 (1), pp. 62-77; Pieterse, V., Stallmann, C., Managing a large tertiary computer science class (2014) Proceedings of the Computer Science Education Research Conference on - CSERC '14, pp. 79-90. , New York, New York, USA: ACM Press; Pretorius, H.W., Steyn, A.A., Johnson, R.D., Pair teaching of ICT in higher education: Multi-perspective reflection (2012) Research in Higher Education Journal, 17, pp. 1-12},
correspondence_address1={Ott, C.; Dept. Computer Science, New Zealand; email: claudia.ott@otago.ac.nz},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Knudson201921,
author={Knudson, D. and Ginige, J.A. and Avazpour, I.},
title={Resources Facilitating International Capstone Experiences},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={21-27},
doi={10.1145/3286960.3286963},
note={cited By 1; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061258435&doi=10.1145%2f3286960.3286963&partnerID=40&md5=1c3e58d3a04ab9900b5fe81086080229},
affiliation={Department of Computer Science, North Dakota State University, Fargo, ND, United States; School of Computing, Engineering and Math, Western Sydney University, Sydney, Australia; School of IT, Deakin University, Geelong, Australia},
abstract={Today it is very common for software systems to be built by teams located in more than one country. For example, a project team may be located in Australia while the team lead resides in the US. Senior design or capstone projects offer students real-world hands-on experience but rarely while working internationally. One reason is that most instructors do not have international business contacts that allow them to find project sponsors in other countries. Another reason is the fear of having to invest a huge amount of time managing an international project. This paper presents two resources to help universities expand international experiences for students. The first is a methodology for how to manage student teams while tracking individual contributions/performance and the second is a platform where a university can apply to be paired with a university in a different country for a project exchange. We start by introducing the general concepts related to "International Capstone Project Exchanges", the basic model behind the exchanges (student teams work from their home university while being mentored by an industry sponsor residing in a different country) and several alternate models that have been used in practice. We also describe templates/processes used in evaluations of individual team members. The paper concludes with a detailed description of an International Capstone Project Exchange (ICPE) platform that has been developed to aid any university in establishing their own international project exchange. © 2019 Association for Computing Machinery.},
keywords={Capstone Project;  Global Software Engineering;  Industry-Sponsored Projects;  International Collaboration;  Senior Design Project;  Software Engineering Education},
keywords={Computer software;  Engineering education;  International cooperation;  Software engineering;  Students, Capstone projects;  Global software engineering;  Industry-sponsored projects;  International collaborations;  Senior Design project, Education computing},
references={Knudson, D., Kalafatis, S., Kleiner, C., Zahos, S., Seegebarth, B., Detterfelt, J., Avazpour, I., Roos, M., Global software engineering experience through international capstone project exchanges (2018) Proceedings of the 13th Conference on Global Software Engineering (ICGSE '18), pp. 54-58. , ACM, NY, USA; Clark, N., Evaluating student teams developing unique industry projects (2005) Proceedings of the 7th Australasian Conference on Computing Education, 42, pp. 21-30. , Australian Computer Society, Inc; Miller, P.J., The effect of scoring criteria specificity on peer and self-assessment (2003) Assessment & Evaluation in Higher Education, 28 (4), pp. 383-394; Couturier, M.F., Bendrich, G., Optimum frequency of peer evaluations in capstone design courses (2017) Proceedings of the Canadian Engineering Education Association; Delaney, K., (2011) Evaluating "Independent" Assessment of Capstone Projects by Mechanical Engineering Students in DIT},
correspondence_address1={Knudson, D.; Department of Computer Science, United States; email: dean.knudson@ndsu.edu},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pelchen201911,
author={Pelchen, T. and Lister, R.},
title={On the Frequency of Words Used in Answers to Explain in Plain English Questions by Novice Programmers},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={11-20},
doi={10.1145/3286960.3286962},
note={cited By 1; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061230041&doi=10.1145%2f3286960.3286962&partnerID=40&md5=2b36716039645c009c9a1334f1f0a4f9},
affiliation={University of Technology Sydney, Ultimo, NSW, Australia},
abstract={Most previous research studies using Explain in Plain English questions have focussed on categorising the answers of novice programmers according to the SOLO taxonomy, and/or the relationship between explaining code and writing code. In this paper, we study the words used in the explanations of novice programmers. Our data is from twelve Explain in plain English questions presented to over three hundred students in an exam at the end of the students' first semester of programming. For each question, we compare the frequency of certain words used in correct answers, between students who scored a perfect twelve on all the Explain in plain English questions and students with lower scores. We report a number of statistically significant differences in word frequency between the students who answered all questions correctly and students who did not. The students who answered all twelve questions correctly tended to be more precise, more comprehensive, and more likely to choose words not explicitly in the code, but instead words that are an abstraction beyond the code. © 2019 Association for Computing Machinery.},
keywords={Explain in Plain English;  Novice Programmers},
keywords={Codes (symbols);  Education computing, Explain in Plain English;  Novice programmer;  Research studies;  Statistically significant difference;  Word frequencies;  Writing codes, Students},
references={Ruven, E., Brooks, Towards a theory of the comprehension of computer programs (1983) International Journal of Man-Machine Studies, 18 (6), pp. 543-554. , http://dblp.uni-trier.de/db/journals/ijmms/ijmms18.html#Brooks83, 1983; Corney, M., Lister, R., Teague, D., Early relational reasoning and the novice programmer: Swapping as the "Hello World" of relational reasoning (2011) Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114 (ACE '11), pp. 95-104. , http://dl.acm.org/citation.cfm?id=2459936.2459948, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Corney, M., Teague, D., Ahadi, A., Lister, R., Some empirical results for neo-piagetian reasoning in novice programmers and the relationship to code explanation questions (2012) Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123 (ACE '12), pp. 77-86. , http://dl.acm.org/citation.cfm?id=2483716.2483726, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; DuBoulay, B., Some Difficulties of Learning to Program (1989) Studying the Novice Programmer, pp. 283-299. , http://www.sussex.ac.uk/Users/bend/papers/di-sofprogramming.pdf, E. Soloway and J. C. Spohrer (Eds.). Number 14. Lawrence Erlbaum Associates; Gluga, R., Kay, J., Lister, R., Teague, D., On the reliability of classifying programming tasks using a neo-piagetian theory of cognitive development (2012) Proceedings of the Ninth Annual International Conference on International Computing Education Research (ICER '12), pp. 31-38. , ACM, New York, NY, USA; Gobbo, C., Chi, M., How knowledge is structured and used by expert and novice children (1986) Cognitive Development, 1 (3), pp. 221-237. , July 1986; Kim, K., Bae, J., Nho, M., Hwan Lee, C., How do experts and novices differ? Relation versus attribute and thinking versus feeling in language use (2011) Psychology of Aesthetics, Creativity, and the Arts, 5 (4), pp. 379-388. , July 2011; Lee, C., Kim, K., Lim, J., Lee, Y., Psychological research using Linguistic Inquiry and Word Count (LIWC) and Korean Linguistic Inquiry and Word Count (KLIWC) language analysis methodologies (2015) Journal of Cognitive Science, 16 (2), pp. 132-149. , http://cogsci.snu.ac.kr/jcs/index.php/issues/?pageid=4&mod=document&uid=183, 2015; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE '09), pp. 161-165. , ACM, New York, NY, USA; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy (2006) Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITICSE '06), pp. 118-122. , ACM, New York, NY, USA; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Proceedings of the Fourth International Workshop on Computing Education Research (ICER '08), pp. 101-112. , ACM, New York, NY, USA; Moore, D.S., McCabe, G.P., Craig, B.A., (2017) Introduction to the Practice of Statistics (9 Ed.), pp. 10-15. , w.h. freeman, New York, NY, USA; Murphy, L., Fitzgerald, S., Lister, R., McCauley, R., Ability to 'Explain in Plain English' linked to profficiency in computer-based programming (2012) Proceedings of the Ninth Annual International Conference on International Computing Education Research (ICER '12), pp. 111-118. , ACM, New York, NY, USA; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going SOLO to assess novice programmers (2008) Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '08), pp. 209-213. , ACM, New York, NY, USA; Simon, Snowdon, S., Explaining program code: Giving students the answer helps - But only just (2011) Proceedings of the Seventh International Workshop on Computing Education Research (ICER '11), pp. 93-100. , ACM, New York, NY, USA; Tausczik, Y.R., Pennebaker, J.W., The psychological meaning of words: LIWC and computerized text analysis methods (2009) Journal of Language and Social Psychology, 29 (1), pp. 24-54. , dec 2009; Teague, D., Corney, M., Ahadi, A., Lister, R., Swapping as the "Hello World" of relational reasoning: Replications, reflections and extensions (2012) Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123 (ACE '12), pp. 87-94. , http://dl.acm.org/citation.cfm?id=2483716.2483727, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Teague, D., Corney, M., Ahadi, A., Lister, R., A qualitative think aloud study of the early neo-piagetian stages of reasoning in novice programmers (2013) Proceedings of the Fifteenth Australasian Computing Education Conference - Volume 136 (ACE '13), pp. 87-95. , http://dl.acm.org/citation.cfm?id=2667199.2667209, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Teague, D., Lister, R., Longitudinal think aloud study of a novice programmer (2014) Proceedings of the Sixteenth Australasian Computing Education Conference - Volume 148 (ACE '14), pp. 41-50. , http://dl.acm.org/citation.cfm?id=2667490.2667495, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Traynor, D., Bergin, S., Paul Gibson, J., Automated assessment in CS1 (2006) Proceedings of the 8th Australasian Conference on Computing Education -Volume 52 (ACE '06), pp. 223-228. , http://dl.acm.org/citation.cfm?id=1151869.1151898, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Venables, A., Tan, G., Lister, R., A closer look at tracing, explaining and code writing skills in the novice programmer (2009) Proceedings of the Fifth InternationalWorkshop on Computing Education Research Workshop (ICER '09), pp. 117-128. , ACM, NewYork, NY, USA; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Ajith Kumar, P.K., Prasad, C., An australasian study of reading and comprehension skills in novice programmers, using the bloom and solo taxonomies (2006) Proceedings of the 8th Australasian Conference on Computing Education - Volume 52 (ACE '06), pp. 243-252. , http://dl.acm.org/citation.cfm?id=1151869.1151901, Australian Computer Society, Inc., Darlinghurst, Australia, Australia},
correspondence_address1={Pelchen, T.; University of Technology SydneyAustralia; email: Thomas.Pelchen@student.uts.edu.au},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sabin2018105,
author={Sabin, M. and Impagliazzo, J. and Snow, P. and Clear, A. and Simon and Timanovsky, Y.},
title={Representative Names of Computing Degree Programs Worldwide},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={105-112},
doi={10.1145/3160489.3160501},
note={cited By 1; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042086117&doi=10.1145%2f3160489.3160501&partnerID=40&md5=d2badd5029e17047b36f3916da7baa2c},
affiliation={University of New Hampshire, United States; Hofstra University, United States; Independent Consultant, United States; Eastern Institute of Technology, New Zealand; University of Newcastle, Australia; ACM, United States},
abstract={Through the auspices of ACM and with support from the IEEE Computer Society, a task group charged to prepare the IT2017 report conducted an online international survey of computing faculty members about their undergraduate degree programs in computing. The purpose of this survey was to clarify the breadth of and disparities in nomenclature used by diverse communities in the computing field, where a word or phrase can mean different things in different computing communities. This paper examines the English-language words and phrases used to name the computing programs of almost six hundred survey respondents, and the countries in which those names are used. Over eight hundred program names analysed in this paper reveal six program names that together account for more than half of all program names. The paper goes on to consider possible correspondence between reported program names and the five areas of computing identified by the ACM. Names such as computer science and information technology appear to dominate, but with different meanings, while the names of other computing disciplines show clear geographic preferences. Convergence towards a very small number of highly representative program names in computing education worldwide might be deceptive. The paper calls for further examination and international collaborations to align program names with program curriculum content.},
keywords={Computing nomenclature;  Computing program names;  Computing terminology;  International computing education},
keywords={Education computing;  Surveys;  Terminology, Computing community;  Computing disciplines;  Computing education;  Computing program;  Diverse community;  International collaborations;  International survey;  Undergraduate degrees, Engineering education},
references={(2005) Computing Curricula 2005: The Overview Report, , https://doi.org/10.1145/1124706.1121482, Association for Computing Machinery (ACM) and Association for Information Systems and IEEE Computer Society, Joint Task Force for Computing Curricula. ACM, New York, USA; Buettner, Y., Duchâteau, C., Fulford, C., Hogenbirk, P., Kendall, M., Morel, R., (2000) Information and Communication Technology in Secondary Education: A Curriculum for Schools, , http://wwwedu.ge.ch/cptic/prospective/projets/unesco/en/, UNESCO, Paris, France; Clear, A., What’s in a name? A taxonomy of computing education terminology (2015) ACM Inroads, 6 (2), pp. 7-9. , 2015; Lunt, B.M., Paterson, B., An academic profile of IT faculty in the USA (2014) Proceedings of The 15th Annual Conference on Information Technology Education (SIGITE’14), pp. 163-166. , https://doi.org/10.1145/2656450.2656455, In ACM, New York, USA; Pereira, C., Meyer, B., Informatics education in Europe: Institutions, degrees, students, positions, salaries – Key data 2008-2012 (2013) Informatics Europe, , Zürich, Switzerland; Seidman, S., Computing: An emerging profession? (2014) ACM Inroads, 5 (4), pp. 6-11. , 2014; Simon, A.C., Carter, J., Cross, G., Radenski, A., Tudor, L., Tõnisson, E., What’s in a name?: International interpretations of computing education terminology (2015) 2015 ITiCSE Working Group Reports (ITICSE-WGR’15), pp. 173-186. , https://doi.org/10.1145/2858796.2858803, In ACM, New York, USA; Webb, M., Davis, N., Bell, T., Katz, Y.J., Reynolds, N., Chambers, D.P., Syso, M.M., Computer science in K-12 school curricula of the 21st century: Why, what and when? (2017) Education and Information Technologies, 22 (2), pp. 445-468. , https://doi.org/10.1007/s10639-016-9493-x, Mar 2017},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Brookes201817,
author={Brookes, W.},
title={On Creativity and Innovation in the Computing Curriculum},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={17-24},
doi={10.1145/3160489.3160491},
note={cited By 2; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042078271&doi=10.1145%2f3160489.3160491&partnerID=40&md5=78f408b3308c3f339f13582261c656fe},
affiliation={Faculty of Engineering and Information Technology, University of Technology Sydney, PO Box 123, Broadway, NSW  2007, Australia},
abstract={Graduates of computing degrees are extremely well placed to be entrepreneurs of the future. They have knowledge of recent advances in computing hardware, software and data sources, and skills to turn that knowledge into digital products like software applications and mobile apps that appeal to consumers or businesses. While entrepreneurship education encompasses many aspects, a starting point is finding a good idea that has market potential. This requires creativity: a skill that is not often made explicit in computing programs, or if so, perhaps confined to the realms of HCI or coding. Moreover, in many computing subjects, students are asked to find creative solutions to known problems, rather than exploring the problem space itself. This paper describes a case study of inviting students to demonstrate creativity and innovation in an e-commerce subject offered principally to computing students. Students are asked to identify human-centered problems that lend themselves to computing-oriented solutions, and to propose and test their ideas. The paper identifies four factors that were examined in relation to their influence on students’ creativity and innovation. © 2018 Copyright is held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Creativity;  E-commerce;  Entrepreneurial outlook;  Innovation},
keywords={Application programs;  Commerce;  Education computing;  Electronic commerce, Computing curricula;  Computing hardware;  Computing program;  Creative solutions;  Creativity;  Entrepreneurial outlook;  Entrepreneurship education;  Software applications, Students},
references={Baregheh, A., Rowley, J., Sambrook, S., Towards a multidisciplinary definition of innovation (2009) Management Decision, 47 (8), pp. 1323-1339. , https://doi.org/10.1108/00251740910984578; Brown, T., Design thinking (2008) Harvard Business Review, 86 (6), pp. 84-92; Cennamo, K., Douglas, S.A., Vernon, M., Brandt, C., Scott, B., Reimer, Y., McGrath, M., Promoting Creativity in the Computer Science Design Studio (2011) Proceedings of The 42nd ACM Technical Symposium on Computer Science Education (SIGCSE’11), pp. 649-654. , ACM, New York, NY; Costa Valentim, N.M., Silva, W., Conte, T., The Students' Perspectives on Applying Design Thinking for the Design of Mobile Applications (2017) Proceedings of The 39th International Conference on Software Engineering: Software Engineering and Education Track (ICSE-SEET '17), pp. 77-86. , IEEE Press, Piscataway, NJ, USA; Göttel, T., Schild, J., Creativity Room 5555: Evoking Creativity in Game Design Amongst CS Students (2011) Proceedings of The 16th Annual Joint Conference on Innovation and Technology in Computer Science Education (ITiCSE’11), pp. 98-102. , ACM, New York, NY; Hiremath, M., Sathiyam, V., Fast Train to DT: A Practical Guide to Coach Design Thinking in Software Industry (2013) Proceedings of The 14th IFIP TC 13 International Conference on Human-Computer Interaction (INTERACT 2013). Springer Lecture Notes in Computer Science, 8119, pp. 780-787; McCoy, J.M., Evans, G.W., The Potential Role of the Physical Environment in Fostering Creativity (2002) Creativity Research Journal, 14 (3-4), pp. 409-426. , http://dx.doi.org/10.1207/S15326934CRJ1434_11; Plucker, J.A., Beghetto, R.A., Dow, G.T., Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research (2004) Educational Psychologist, 39 (2), pp. 83-96. , http://dx.doi.org/10.1207/s15326985ep3902_1; Razzouk, R., Shute, V., What is Design Thinking and Why Is It Important? (2012) Review of Educational Research, 82 (3), pp. 330-348. , https://doi.org/10.3102%2F0034654312457429; Sweeney, R.B., Creativity in the Information Technology Curriculum Proposal (2003) Proceedings of The 4th Conference on Information Technology Curriculum (CITC4’03), pp. 139-141. , ACM, New York, NY; Warner, S.A., Myers, K.L., The Creative Classroom: The Role of Space and Place Toward Facilitating Creativity (2009) The Technology Teacher, 69 (4), pp. 28-34},
correspondence_address1={Brookes, W.; Faculty of Engineering and Information Technology, PO Box 123, Australia; email: wayne.brookes@uts.edu.au},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McCane20171,
author={McCane, B. and Ott, C. and Meek, N. and Robins, A.},
title={Mastery learning in introductory programming},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={1-10},
doi={10.1145/3013499.3013501},
note={cited By 8; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014888248&doi=10.1145%2f3013499.3013501&partnerID=40&md5=a3180f10ae304456d06d6b9ee23bf057},
affiliation={University of Otago, Dept. Computer Science, Dunedin, New Zealand},
abstract={In our first year computer science program we offer an optional first semester Python course to prepare our students for a compulsory second semester Java course. In 2014, we adopted mastery learning as the primary teaching mode for the Python course. We show how the introduction of a mastery learning model in the first semester has had a significant positive impact on student learning especially for weaker students. The structure of our first year allows us to ascribe the differences to the mastery learning model, rather than other confounding factors. We also report on the students' reaction to the mastery learning model. © 2017 Copyright held by the owner/author(s). Publication rights licensed to ACM.},
keywords={CS1;  Introductory programming;  Mastery learning;  Python},
keywords={Computer software;  Education;  Education computing;  High level languages;  Java programming language;  Students, Computer science programs;  First year;  Introductory programming;  Mastery learning;  Python;  Student learning;  Teaching modes, Teaching},
references={Benjamini, Y., Hochberg, Y., Controlling the false discovery rate: A practical and powerful approach to multiple testing (1995) Journal of the Royal Statistical Society. Series B (Methodological, pp. 289-300; Cohen, J., A power primer (1992) Psychological Bulletin, 112 (1), p. 155; Dunning, T., (2012) Natural Experiments in the Social Sciences: A Design-based Approach, , Cambridge University Press; Elkner, J., Downey, A.B., Meyers, C., Dan McCane, B., Hewson, I., Meek, N., (2016) COMP150: Practical Programming (In Python, , https://launchpad.net/practical-programming; Engle, S., Rollins, S., Expert code review and mastery learning in a software development course (2013) Journal of Computing Sciences in Colleges, 28 (4), pp. 139-147; Fox, E.J., The personalized system of instruction: A flexible and effective approach to mastery learning (2004) Evidencebased Educational Methods, pp. 201-221. , D.J. Moran and R.W. Malott, editors Elsevier Aca demic Press, San Diego; Gonzalez, G., A systematic approach to active and cooperative learning in cs1 and its effects on cs2 (2006) ACM SIGCSE Bulletin, 38 (1), pp. 133-137; Guskey, T.R., Closing achievement gaps: Revisit ing Benjamin S. Bloom's "learning for Mastery" (2007) Journal of Advanced Academics, 19 (1), pp. 8-31; Hattie, J., (2009) Visible Learning: A Synthesis of 800+ Meta-analyses on Achievement, , Abingdon: Routledge; Kulik, C.C., Kulik, J.A., Bangert-Drowns, R.L., Effectiveness of mastery learning pro grams: A meta-analysis (1990) Review of Educational Research, 60 (2), pp. 265-299; Amruth, N., Kumar, Results from the evaluation of the effectiveness of an online tutor on expression evaluation (2005) ACM SIGCSE Bulletin, 37 (1), pp. 216-220; LeJeune, N., Contract grading with mastery learning in CS 1 (2010) Journal of Computing Sciences in Colleges, 26 (2), pp. 149-156; Lewis, J., DePasquale, P.J., Chase, J., (2010) Java Foundations: Introduction to Program Design and Data Structures, , Pearson Education, Limited, 3rd edition; De Macedo Morais, L.A., Figueiredo, A.J.C., Guerrero, S.D.D., Students satis faction with mastery learning in an introductory pro gramming course (2014) III Congresso Brasileiro de Informatica Na Educacao CBIE, 2014, pp. 1048-1052; McCane, B., Introductory programming with python (2009) The Python Papers Monograph, 1, pp. 1-11; Porter, L., Zingaro, D., Importance of early performance in cs1: Two conicting assessment stories (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 295-300. , ACM; Prince, M., Does active learning work? a review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Robins, A., Learning edge momentum: A new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71. , March; Sheard, J., Morgan, M., Butler, M., Falkner, K., Weerasinghe, A., Cook, B., (2014) Experiences of First-year Students in Ict Courses: Good Teaching Practices, , http://www.acdict.edu.au/documents/JudySheardFirstYearStudentsICTcoursesFinal.pdf; Zimmerman, B.J., Dibenedetto, M.K., Mas tery learning and assessment: Implications for students and teachers in an era of high-stakes testing (2008) Psychology in the Schools, 45 (3), pp. 206-216},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ahadi201711,
author={Ahadi, A. and Lister, R. and Lal, S. and Leinonen, J. and Hellas, A.},
title={Performance and consistency in learning to program},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={11-16},
doi={10.1145/3013499.3013503},
note={cited By 9; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014885210&doi=10.1145%2f3013499.3013503&partnerID=40&md5=9a54052faec7ec97f9c98c658ecdafca},
affiliation={University of Technology, Sydney, Australia; University of Sydney, Australia; Department of Computer Science, University of Helsinki, Finland},
abstract={Performance and consistency play a large role in learning. Decreasing the effort that one invests into course work may have short-term benefits such as reduced stress. However, as courses progress, neglected work accumulates and may cause challenges with learning the course content at hand. In this work, we analyze students' performance and consistency with programming assignments in an introductory programming course. We study how performance, when measured through progress in course assignments, evolves throughout the course, study weekly uctuations in students' work consistency, and contrast this with students' performance in the course final exam. Our results indicate that whilst uctuations in students' weekly performance do not distinguish poor performing students from well performing students with a high accuracy, more accurate results can be achieved when focusing on the performance of students on individual assignments which could be used for identifying struggling students who are at risk of dropping out of their studies. © 2017 ACM.},
keywords={CS1;  Educational data mining;  Source code snapshot analysis},
keywords={Curricula;  Data mining;  Education, Course contents;  Educational data mining;  High-accuracy;  Individual assignments;  Introductory programming course;  Programming assignments;  Short term;  Snapshot analysis, Students},
references={Ahadi, A., Lister, R., Haapala, H., Vihavainen, A., Exploring machine learning methods to automatically identify students in need of assistance (2015) Proceedings of the Eleventh Annual International Conference on International Computing Education Research, ICER '15, pp. 121-130. , New York, NY, USA, ACM; Bergin, S., Reilly, R., Programming: Factors that inuence success (2005) ACM SIGCSE Bulletin, 37 (1), pp. 411-415; Byrne, P., Lyons, G., The effect of student attributes on success in programming (2001) ACM SIGCSE Bulletin, 33, pp. 49-52. , ACM; Cantwell Wilson, B., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) ACM SIGCSE Bulletin, 33, pp. 184-188. , ACM; Carter, A.S., Hundhausen, C.D., Adesope, O., The normalized programming state model: Predicting student performance in computing courses based on programming behavior (2015) Proceedings of the Eleventh Annual International Conference on International Computing Education Research, ICER '15, pp. 141-150. , New York, NY, USA, ACM; Evans, G.E., Simkin, M.G., What best predicts computer proficiency? (1989) Comm. of the ACM, 32 (11), pp. 1322-1327; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32 (3), pp. 25-28; Heinonen, K., Hirvikoski, K., Luukkainen, M., Vihavainen, A., Using codebrowser to seek differences between novice programmers (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, SIGCSE '14, pp. 229-234. , New York, NY, USA, ACM; Hosseini, R., Vihavainen, A., Brusilovsky, P., Exploring problem solving paths in a Java programming course (2014) Proceedings of the 25th Workshop of the Psychology of Programming Interest Group; Hotelling, H., Analysis of a complex of statistical variables into principal components (1933) Journal of Educational Psychology, 24 (6), p. 417; Ihantola, P., Vihavainen, A., Ahadi, A., Butler, M., Borstler, J., Edwards, S.H., Isohanni, E., Toll, D., Educational data mining and learning analytics in programming: Literature review and case studies (2015) Proceedings of the 2015 ITiCSE on Working Group Reports, ITICSE-WGR '15, pp. 41-63. , New York, NY, USA, ACM; Jadud, M.C., Methods and tools for exploring novice compilation behaviour (2006) Proceedings of the Second International Workshop on Computing Education Research, ICER '06, pp. 73-84. , New York, NY, USA, ACM; MacQueen, J., Some methods for classification and analysis of multivariate observations (1967) Proceedings of the Fifth Berkeley Symposium on Mathematical Statistics and Probability, 1, pp. 281-297. , Oakland, CA, USA; Piech, C., Sahami, M., Koller, D., Cooper, S., Blikstein, P., Modeling how students learn to program (2012) Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, SIGCSE '12, pp. 153-160. , New York, NY, USA, ACM; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research, pp. 51-58. , ACM; Rountree, N., Rountree, J., Robins, A., Predictors of success and failure in a cs1 course (2002) ACM SIGCSE Bulletin, 34 (4), pp. 121-124; Spacco, J., (2006) Marmoset: A Programming Project Assignment Framework to Improve the Feedback Cycle for Students, Faculty and Researchers, , PhD thesis; Spacco, J., Denny, P., Richards, B., Babcock, D., Hovemeyer, D., Moscola, J., Duvall, R., Analyzing student work patterns using programming exercise data (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education, SIGCSE '15, pp. 18-23. , New York, NY, USA, ACM; Stein, M.V., Mathematical preparation as a basis for success in CS-II (2002) Journal of Computing Sciences in Colleges, 17 (4), pp. 28-38; Van Der Maaten, L., Hinton, G., Visualizing data using t-sne (2008) Journal of Machine Learning Research, 9 (85), pp. 2579-2605; Ventura, P.R., Jr., (2005) Identifying Predictors of Success for An Objects-first CS1; Vihavainen, A., Helminen, J., Ihantola, P., How novices tackle their first lines of code in an ide: Analysis of programming session traces (2014) Proceedings of the 14th Koli Calling International Conference on Computing Education Research, pp. 109-116. , ACM; Watson, C., Li, F.W., Godwin, J.L., No tests required: Comparing traditional and dynamic predictors of programming success (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, SIGCSE '14, pp. 469-474. , New York, NY, USA, ACM; Watson, C., Li, F.W.B., Godwin, J.L., Predicting performance in an introductory programming course by logging and analyzing student programming behavior (2013) Proceedings of the 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT '13, pp. 319-323. , Washington, DC, USA, IEEE Computer Society; Werth, L.H., (1986) Predicting Student Performance in A Beginning Computer Science Class, 18. , ACM; Wiedenbeck, S., Labelle, D., Kain, V.N., Factors affecting course outcomes in introductory programming (2004) 16th Annual Workshop of the Psychology of Programming Interest Group, pp. 97-109; Worsley, M., Blikstein, P., Programming pathways: A technique for analyzing novice programmers' learning trajectories (2013) Artificial Intelligence in Education, pp. 844-847. , Springer},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Prior2016,
author={Prior, J. and Ferguson, S. and Leaney, J.},
title={Reflection is hard: Teaching and learning reflective practice in a software studio},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843346},
art_number={a7},
note={cited By 13; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962621460&doi=10.1145%2f2843043.2843346&partnerID=40&md5=2e42270b4251ecf2dc8be1bdba25352c},
affiliation={University of Technology, Sydney, PO Box 123, Broadway, NSW  2007, Australia},
abstract={We have observed that it is a non-trivial exercise for undergraduate students to learn how to reflect. Reflective practice is now recognised as important for software developers and has become a key part of software studios in universities, but there is limited empirical investigation into how best to teach and learn reflection. In the literature on reflection in software studios, there are many papers that claim that reflection in the studio is mandatory. However, there is inadequate guidance about teaching early stage students to reflect in that literature. The essence of the work presented in this paper is a beginning to the consideration of how the teaching of software development can best be combined with teaching reflective practice for early stage software development students.. We started on a research programme to understand how to encourage students to learn to reflect. As we were unsure about teaching reflection, and we wished to change our teaching as we progressively understood better what to do, we chose action research as the most suitable approach. Within the action research cycles we used ethnography to understand what was happening with the students when they attempted to reflect. This paper reports on the first 4 semesters of research. We have developed and tested a reflection model and process that provide scaffolding for students beginning to reflect. We have observed three patterns in how our students applied this process in writing their reflections, which we will use to further understand what will help them learn to reflect. We have also identified two themes, namely, motivation and intervention, which highlight where the challenges lie in teaching and learning reflection. © 2016 ACM.},
keywords={Reflection;  Reflective practice;  Software development;  Software studios},
keywords={Computer software;  Education;  Reflection;  Scaffolds;  Software design;  Software engineering;  Studios;  Teaching, Empirical investigation;  Reflection Models;  Reflective practices;  Research programmes;  Software developer;  Software studio;  Teaching and learning;  Undergraduate students, Students},
references={Blomberg, J., Burrell, M., Guest, G., (2003) An Ethnographic Approach to Design, pp. 964-986. , L. Erlbaum Associates Inc., Hillsdale, NJ, USA, 2003; Boud, D., Walker, D., Promoting reflection in professionals courses: The challenge of context (1998) Studies in Higher Education, 23 (2), pp. 191-206; Bull, C., Whittle, J., Supporting reflective practice in software engineering education through a studio-based approach (2014) IEEE Software, 31 (4), pp. 44-50; Cajander, A., Daniels, M., McDermott, R., Von Konsky, B., Assessing professional skills in engineering education (2011) 13th Australasian Computer Education Conference; Curtin University, (2010) Engineer Edgar (Example iPortfolio), , https://iportfolio.curtin.edu.au/view/my_showcases.cfm?user=1361&entry=842, Accessed 23 August 2014; Dewey, J., (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, , Chicago IL: Henry Regnery Co; Dick, R., (2007) Action Research, , http://www.aral.com.au/resources/arphome.html, retrieved 22nd October 2014; Dybå, T., Maiden, N., Glass, R., The reflective software engineer: Reflective practice (2014) IEEE Software, 31 (4), pp. 32-36; Ferreira, J., Sharp, H., Robinson, H., Agile development and user experience design integration as an ongoing achievement in practice (2012) Agile Conference, pp. 11-20. , AGILE 2012; Finlay, L., (2008) Reflecting on 'Reflective practice', , www.open.ac.uk/cetlworkspace/cetlcontent/.../4bf2b48887459.pdf, retrieved 10th October 2014; Garlan, D., Gluch, D., Tomayko, J., Agents of change: Educating software engineering leaders (1997) IEEE Computer; Hazzan, O., The reflective practitioner perspective in software engineering education (2002) The Journal of Systems and Software, 63, pp. 161-171; Hobbs, V., Faking it or hating it: Can reflective practice be forced? (2007) Reflective Practice, 8 (3), pp. 405-417; Le Compte, M., Schensul, J., Analyzing and interpreting ethnographic data (1999) The Ethnographer's Toolkit, 5. , AltaMira Press, Walnut Creek; Phillips, D., (2004) The Software Project Manager's Handbook: Principles That Work at Work, , 2nd Edition, Wiley-IEEE Computer Society Press; Platt, L., The 'wicked problem' of reflective practice: A critical literature review (2014) Innovations in Practice, 9 (1); Quinn, F., Reflection and reflective practice (1998) Continuing Professional Development in Nursing, , Cheltenham: Stanley Thornes; Robinson, H., Segal, J., Sharp, H., Ethnographically-informed empirical studies of software practice (2007) Information and Software Technology; Schon, D., (1983) The Reflective Practitioner, , New York: Basic Books; Schön, D., (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, 17. , of Jossey-Bass higher education series. Jossey-Bass, San Francisco; Tomayko, J., Teaching software development in a studio environment (1991) SIGCSE Bulletin, 23, p. 1},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Kavanagh2016,
author={Kavanagh, S. and Luxton-Reilly, A.},
title={Rubrics used in peer assessment},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843347},
art_number={a10},
note={cited By 5; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962610169&doi=10.1145%2f2843043.2843347&partnerID=40&md5=4e71fb4b561ad8dc09b1e7e751010216},
affiliation={University of Auckland, Private Bag, Auckland, 92019, New Zealand},
abstract={The widespread usage of both peer assessment and rubrics has greatly increased in recent years. This trend has been attributed to both the rising popularity of web-based peer assessment tools, as well as widespread acceptance of a range of attributed benefits facilitated by the use of rubrics. Over the course of this paper the effects and applications of both peer assessment tools and rubrics are analysed, including research into the accuracy of the aforementioned attributed benefits. Emphasis is placed on the analysis and comparison of two popular forms of rubrics (holistic and specific). The results of this study have highlighted the rudimentary level of current research in this area. Furthermore the limited research that does exist is often biased, inconclusive and/or contradictory. With the state of existing research it is (currently) infeasible to factually state that a single rubric technique/form is superior; instead the decision as to what form of assessment to adhere to will likely be determined through situational applicability combined with a multitude of other comprising and external factors. © 2016 Copyright held by the owner/author(s).},
keywords={Collaborative learning;  Computer science education;  Contributing student pedagogy;  Peer assessment;  Rubrics;  Self assessment},
keywords={Teaching, Collaborative learning;  Computer Science Education;  Contributing student pedagogy;  Peer assessment;  Rubrics;  Self assessment, Education computing},
references={Carson, J.G., Nelson, G.L., Chinese students' perceptions of ESL peer response group interaction (1996) Journal of Second Language Writing, 5 (1), pp. 1-19; Chalk, B., Adeboye, K., Peer assessment of program code: A comparison of two feedback instruments (2005) 6th HEA-ICS Annual Conference, pp. 106-110; Hafner, J., Hafner, P., Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer group rating (2003) International Journal of Science Education, 25 (12), pp. 1509-1528; Hundhausen, C., Agrawal, A., Fairbrother, D., Trevisan, M., Integrating pedagogical code reviews into a CS1 course: An empirical study (2009) ACM SIGCSE Bulletin, 41, pp. 291-295. , ACM; Jonsson, A., Svingby, G., The use of scoring rubrics: Reliability, validity and educational consequences (2007) Educational Research Review, 2 (2), pp. 130-144; Klein, S.P., Stecher, B.M., Shavelson, R.J., McCaffrey, D., Ormseth, T., Bell, R.M., Comfort, K., Othman, A.R., Analytic versus holistic scoring of science performance tasks (1998) Applied Measurement in Education, 11 (2), pp. 121-137; Lejk, M., Wyvill, M., Peer assessment of contributions to a group project: A comparison of holistic and category-based approaches (2001) Assessment & Evaluation in Higher Education, 26 (1), pp. 61-72; Lin, S.S., Liu, E.Z.-F., Yuan, S.-M., Web-based peer assessment: Feedback for students with various thinking-styles (2001) Journal of Computer Assisted Learning, 17 (4), pp. 420-432; Luxton-Reilly, A., A systematic review of tools that support peer assessment (2009) Computer Science Education, 19 (4), pp. 209-232. , Dec; Miller, P.J., The effect of scoring criteria specificity on peer and self-assessment (2003) Assessment & Evaluation in Higher Education, 28 (4), pp. 383-394; Rezaei, A.R., Lovorn, M., Reliability and validity of rubrics for assessment through writing (2010) Assessing Writing, 15 (1), pp. 18-39; Russell, M., Haritos, G., Combes, A., Individualising students scores using blind and holistic peer assessment (2006) Engineering Education, 1 (1), pp. 50-60; Sadler, D.R., Transforming holistic assessment and grading into a vehicle for complex learning (2009) Assessment, Learning and Judgement in Higher Education, pp. 1-19. , Springer},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Noran2016,
author={Noran, O.},
title={On gamification in action learning},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843344},
art_number={a15},
note={cited By 3; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962598323&doi=10.1145%2f2843043.2843344&partnerID=40&md5=a94370b1ac6d630db365269e816aae2e},
affiliation={Griffith University, Nathan Campus, Nathan, QLD  4111, Australia},
abstract={The advent of globalisation brought about by advances in information and communication technology has triggered major changes in the way people work, live and study. The modern teaching endeavour must meet the needs of a fundamentally changing learning environment and student cohorts, while preserving delivered knowledge quality in order to meet the required learning objectives. Flexible teaching (distance/online, intensive mode, afternoon classes etc.), online resources and tools, teachers with industry experience and especially new teaching models matching the new cohorts profile requirements can provide a solid platform for a new paradigm in the higher education domain. This research has investigated how a customised application of 'gamification' (taking game-based elements and applying them in non-gaming contexts) to higher education can improve the learning and teaching experience and student engagement and thus help towards reducing student attrition. Gamification of the educational endeavour has been studied in the past; however, in this study it is applied within a novel iterative and combined Action Research, Experiential Action Learning, Plan, Implement, Review, Improve and Plan, Do, Study, Act approach that attempts to make contributions to both learning and teaching theory and practice. Copyright 2016 ACM.},
keywords={Action learning;  Action research;  Gamification},
keywords={Computer aided instruction;  Education;  Education computing;  Teaching, Action learning;  Action research;  Gamification;  Industry experience;  Information and Communication Technologies;  Learning and teachings;  Learning environments;  Learning objectives, Students},
references={Bovill, C., Morss, K., Bulley, C., Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review (2009) Pedagogical Research in Maximising Education, 3 (2); Angelino, L.M., Williams, F.K., Natvig, D., Strategies to engage online students and reduce attrition rates (2007) The Journal of Educators Online, 4 (2), pp. 1-14; Torenbeek, M., Jansen, E., Hofman, A., The effect of the fit between secondary and university education on first-year student achievement (2010) Studies in Higher Education, 35 (6), pp. 659-675; (2013) Australian Qualifications Framework, , http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf; Deterding, S., From game design elements to gamefulness: Defining "gamification" (2011) MindTrek, pp. 9-15. , Tampere, Finland; Kolb, D., (1984) Experiential Learning, , Englewood Cliffs, N. J.: Prentice-Hall; Deming, W.E., (1986) Out of the Crisis, , MIT Center for Advanced Engineering Study; Noran, O., (2013) 'Gamified' Action Learning Environments: Case Studies and Reflections, , Master Thesis; De Loitte, (2013) Gamification Goes to Work: Moving Beyond Points, Badges, and Leaderboards, , https://documents.deloitte.com/techtrends2013, cited 2013 Jun; Björk, S., Holopainen, J., (2004) Patterns in Game Design, , Charles River Media; Adams, E., (2009) Fundamentals of Game Design, , 2nd ed, Thousand Oaks, CA: New Riders Publishing; Schell, J., (2008) The Art of Game Design: A Book of Lenses, , CRC Press; Marczewski, A., Foreword (2012) Gamification: A Simple Introduction & a Bit More, p. 46. , e-Book; Erenli, K., The impact of gamification: A recommendation of scenarios for education (2012) Interactive Collaborative Learning (ICL), , Villach, Austria; Kapp, K., (2012) The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education, , San Francisco: John Wiley & Sons; Van Grove, J., (2011) Gamification: How Competition is Reinventing Business, Marketing & Everyday Life; Jenkins, H., Camper, B., Chisholm, A., (2009) From Serious Games to Serious Gaming, in Serious Games: Mechanisms and Effects, pp. 448-468. , U. Ritterfeld, M. Cody, and P. Vorderer, Editors, Routledge: London; Wilde, T., (2012) Valve Rolls Out "Steam for Schools" to Teach Math and Physics Lessons with Portal 2 PC Gamer; Valve Software, (2011) Teach with Portals, , http://www.teachwithportals.com, cited 2015 August; Klopfer, E., Osterweil, S., (2009) Moving Learning Games Forward: The Education Arcade, , http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf; Ritterfeld, U., Cody, M., Vorderer, P., (2009) Serious Games: Mechanisms and Effects, , London: Routledge; Hamari, J., Eranti, V., Framework for designing and evaluating game achievements (2011) Think Design Play: 5th International Conference of the Digital Research Association (DIGRA), , Utrecht, Netherlands; Muntean, C., Raising engagement in e-learning through gamification (2011) The 6th International Conference on Virtual Learning (ICVL 2011), , Cluj-Napoca, Romania; Robertson, M., (2010) Can't Play, Won't Play, , http://www.hideandseek.net/2010/10/06/cant-play-wontplay; Slavin, K., (2011) A World Filled with Sloppy Thinking, , http://slavin.tumblr.com/post/6353625142/in-a-world-filledwith-sloppy-thinking-this, cited 2013 June; Salen, K., Zimmerman, E., (2004) Rules of Play - Game Design Fundamentals, , ed. T. M. PRess, Cambridge; Yolton, M., (2013) Gamification: Much More Than Just Fun and Games; Schacht, M., Schacht, S., Start the game: Increasing user experience of enterprise systems following a gamification mechanism (2012) Software for People: Fundamentals, Trends and Best Practices, , Maedche et. al, Editor, Springer Verlag: Berlin; Zichermann, G., (2013) My Take on Gamification, in Gamification Goes to Work: Moving Beyond Points, Badges, and Leaderboards, , DeLoitte; Rogers, E.M., (2003) Diffusion of Innovations, , New York: Free Press; Nulty, D., The adequacy of response rates to online and paper surveys: What can be done? 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Weinstein, Editors, Lawrence Erlbaum Associates: Mahwah, NJ; Shindler, J., (2009) Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success, , Jossey-Bass; Thorndike, E., Animal intelligence: An experimental study of the associative processes in animals (1898) Psychological Review, Monograph Supplements, , MacMillan: New York; Boud, D., (1991) HERDSA Green Guide No 5. Implementing Student self-assessment, , 2nd ed. Vol. The Higher Education Research and Development Society of Australasia HERDSA, Campbelltown; Black, P., William, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-74; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) American Association for Higher Education Bulletin, pp. 3-7; Newell, A., Simon, H.A., (1972) Human Problem Solving, , ed. Engelwood-Cliffs, Engelwood Cliffs, N. J.: Prentice Hall; Newstead, S.E., The use of examinations in the assessment of psychology students (1992) Phsychology Teaching Review, 1 (1), pp. 22-23; Booth, M., (2009) Replayable Cooperative Game Design: Left 4 Dead; Russell, J.A., A circumplex model of affect (1980) Journal of Personality and Social Psychology, 39, pp. 1161-1178; Breckon, N., (2008) Valve Announces Steam Cloud; Online Network to Store Saved Games Indefinitely, , Shacknews; Griffith University, (2010) Principles to Promote Excellence in Learning and Teaching Practices at Griffith University, , http://www.griffith.edu.au/_data/assets/pdf_file/0006/120201/PrinciplesLandT.pdf, cited 2012 August; Abrami, P.C., D'Apollonia, S., Cohen, P.A., Validity of student ratings of instruction: What we know and what we do not (1990) Journal of Educational Phsychology, 82 (2), pp. 219-231; Smith, C., Building effectiveness in teaching through targeted evaluation and response: Connecting evaluation to teaching improvement in higher education (2008) Assessment & Evaluation in Higher Education, 33 (5), pp. 517-533; Pask, G., (1975) Conversation, Cognition and Learning, , New York: Elsevier; Ramsden, P., Ways of understanding teaching (Chapter 2) (2003) Learning and Teaching in Higher Education, pp. 19-38. , P. Ramsden, Editor, Routledge Falmer: London; Edgerton, R., Hutchings, P., Quinlan, K., The teaching portfolio: Capturing the scholarship in teaching (1991) American Association for Higher Edutation, , Stylus Publishing; Hejmadi, M.V., Improving the effectiveness and efficiency of teaching large classes: Development and evaluation of a novel e-resource in cancer biology (2007) Bioscience Education Journal, p. 9; Palmer, P.J., The heart of a teacher (1998) The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, pp. 9-33. , Jossey Bass: San Francisco; Kember, A reconceptualisation of the research into university academics' conceptions of teaching (1997) Learning and Instruction, 7 (3), pp. 255-275; Hodgson, V., Lectures and the experience of relevance (1997) The Experience of Learning: Implications for Teaching and Studying in Higher Education, pp. 159-171. , F. Marton, D. Hounsell, and N. J. Entwistle, Editors, Scottish Academic Press: Edinburgh; Knight, P., (2006) The Assessment of 'wicked' Competences, , http://www.open.ac.uk/cetlworkspace/cetlcontent/documents/460d21bd645f8.pdf; Paul, R.W., Elder, L., (2000) Critical Thinking: Basic Theory and Instructional Structures Handbook, , 2nd ed, Foundation for Critical Thinking; Leinhardt, G., McCarthy Young, K., Merriman, J., Integrating professional knowledge: The theory of practice and the practice of theory (1995) Learning and Instruction, p. 5; Larkin-Hein, T., Budny, D., Research on learning style: Applications in the physics and engineering classrooms (2001) IEEE Transactions on Education, 44 (3), pp. 276-281; Biggs, J., Collis, K., (1992) Evaluating the Quality of Learning: The SOLO Taxonomy, , New York: Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, , New York: David McKay Co Inc; Perry, R.P., Perceived control in college students: Implications for instruction in higher education (1997) Effective Teaching in Higher Education: Research and Practice, , R. P. Perry and S. J. C., Editors, Agathon: New York; Ramsden, P., Approaches to learning (chapter 4) Learning and Teaching in Higher Education, pp. 39-61. , P. Ramsden, Editor. 2003, Routledge Falmer: London; Biggs, J., (2003) Teaching for Quality Learning at University: What the Student Does (Society for Research Into Higher Education), , Open University Press},
correspondence_address1={Noran, O.; Griffith University, Australia},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Gramoli2016,
author={Gramoli, V. and Charleston, M. and Jeffries, B. and Radu, A. and Koprinska, I. and Viglas, A. and McGrane, M. and Yacef, K.},
title={Mining autograding data in computer science education},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843070},
art_number={a1},
note={cited By 4; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962517069&doi=10.1145%2f2843043.2843070&partnerID=40&md5=50b8130a9d1159e60394f2eb009fcad8},
affiliation={NICTA, University of SydneyNSW  2006, Australia; University of Tasmania, Sandy Bay, TAS  7005, Australia; University of SydneyNSW  2006, Australia},
abstract={In this paper we present an analysis of the impact of instant feedback and autograding in computer science education, beyond the classic Introduction to Programming subject. We analysed the behaviour of 1st year to 4th year students when submitting programming assignments at the University of Sydney over a period of 3 years. These assignments were written in different programming languages, such as C, C++, Java and Python, for diverse computer science courses, from fundamental ones-algorithms, complexity, formal languages, data structures and artificial intelligence to more "practical" ones-programming, distributed systems, databases and networks. We observed that instant feedback and autograding can help students and instructors in subjects not necessarily focused on programming. We also discuss the relationship between the student performance in these subjects and the choice of programming languages or the times at which a student starts and stops working on an assignment. Copyright 2016 ACM.},
keywords={Educational data mining;  Instant feedback;  Learning analytics},
keywords={Artificial intelligence;  C++ (programming language);  Complex networks;  Computational complexity;  Computational linguistics;  Computer programming languages;  Computer systems programming;  Data mining;  Distributed computer systems;  Distributed database systems;  Education;  Education computing;  Engineering education;  Formal languages;  Java programming language;  Students, Computer Science course;  Computer Science Education;  Educational data mining;  Introduction to programming;  Learning analytics;  Programming assignments;  Student performance;  University of Sydney, Computer programming},
references={Ala-Mutka, K.M., A survey of automated assessment approaches for programming assignments (2005) Computer Science Education, 15 (2), pp. 83-102; Caiza, J.C., Ramiro, A., Del María, J., Programming assignments automatic grading: Review of tools and implementations (2013) Proceedings of the 7th International Technology, Education and Development Conference (INTED2013), pp. 5691-5700; Cheang, B., Kurnia, A., Lim, A., Oon, W., On automated grading of programming assignments in an academic institution (2003) Computers & Education, 41 (2), pp. 121-131; Corbett, A.T., Anderson, J.R., Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes (2001) Proceedings of ACM CHI 2001 Conference on Human Factors in Computing Systems, pp. 245-252; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., Codewrite: Supporting student-driven practice of Java (2011) Proceedings of the 42Nd ACM Technical Symposium on Computer Science Education, SIGCSE'11, pp. 471-476. , New York, NY, USA, ACM; Edwards, S.H., Manuel, A., Perez-Quinones. Web-cat: Automatically grading programming assignments (2008) Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE'08, p. 328. , New York, NY, USA, ACM; Enstrom, E., Kreitz, G., Niemela, F., Soderman, P., Kann, V., Five years with kattis-using an automated assessment system in teaching (2011) Frontiers in Education Conference (FIE), pp. T3J1-T3J6. , Oct. 2011; Fox, A., From MOOCs to SPOCs (2013) Commun. ACM, 56 (12), pp. 38-40. , December; Gramoli, V., More than you ever wanted to know about synchronization: Synchrobench, measuring the impact of the synchronization on concurrent algorithms (2015) Proceedings of the 20th ACM SIGPLAN Symposium on Principles and Practice of Parallel Programming, PPoPP 2015, pp. 1-10; Jourjon, G., Kanhere, S., Jun. Yao, Impact of an e-learning platform on cse lectures (2011) Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, ITiCSE 2011, pp. 83-87; Koprinska, I., Stretton, J., Yacef, K., Predicting student performance from multiple data sources (2015) Proceedings of the Artificial Intelligence in Education, Volume 9112 of LNCS, pp. 678-681; Koprinska, I., Stretton, J., Yacef, K., Students at risk: Detection and remediation (2015) The 8th International Conference on Educational Data Mining; McGuire, T.J., Introducing multi-core programming into the lower-level curriculum: An incremental approach (2010) J. Comput. Sci. Coll., 25 (3), pp. 118-119. , January; Milojicic, D., Autograding in the cloud: Interview with David O'Hallaron (2011) Internet Computing, IEEE, 15 (1), pp. 9-12. , Jan; (2013) The Joint Task Force on Computing Curricula. The ACM/IEEE Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, , Dec; Sherman, M., Bassil, S., Lipman, D., Tuck, N., Martin, F., Impact of auto-grading on an introductory computing course (2013) J. Comput. Sci. Coll., 28 (6), pp. 69-75. , June; Shute, V.J., (2007) Focus on Formative Feedback, , Technical Report, Educational Testing Service, Princeton, NJ; Singh, R., Gulwani, S., Armando Solar-Lezama, Automated feedback generation for introductory programming assignments (2013) Proceedings of the 34th ACM SIGPLAN Conference on Programming Language Design and Implementation, PLDI'13, pp. 15-26. , New York, NY, USA, ACM; Spacco, J., Hovemeyer, D., Pugh, W., Emad, F., Hollingsworth, J.K., Nelson Padua-Perez, Experiences with marmoset: Designing and using an advanced submission and testing system for programming courses (2006) Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITICSE'06, pp. 13-17; Venables, A., Haywood, L., Programming students NEED instant feedback! (2003) Proceedings of the Fifth Australasian Conference on Computing Education (ACE'03), Pages 267-272, , Darlinghurst, Australia, Australia, Australian Computer Society, Inc},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{HeinsenEgan201451,
author={Heinsen Egan, M. and McDonald, C.},
title={Program visualization and explanation for novice C programmers},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={51-57},
note={cited By 14},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984910768&partnerID=40&md5=f569ab3bcf4588a9692a9a115710a331},
affiliation={School of Computer Science and Software Engineering, University of Western Australia, Crawley, WA  6009, Australia},
abstract={Program visualization and natural language explana- tions of program behaviour have been shown to assist novice programmers with improving their program- ming knowledge, correcting misunderstandings, and debugging programs. These techniques have been used in several novice-focused debugging systems, but few have been developed for the C programming lan- guage - despite it being widely reported as a difficult language for novices. We present robust, maintain- able systems for visualizing the memory state and explaining the behaviour of programs written in the standard C programming language. © 2014, Australian Computer Society, Inc.},
keywords={Debuggers;  Novice programmers;  Visual-ization},
keywords={Program debugging;  Visualization, C programming;  Debuggers;  Debugging systems;  Memory state;  Natural languages;  Novice programmer;  Program visualization, C (programming language)},
references={Brusilovsky, P., Program visualization as a de- bugging tool for novices (1993) 'INTERACT '93 and CHI '93 conference companion on Human factors in computing systems', pp. 29-30. , CHI '93, ACM, New York, NY, USA; Brusilovsky, P., Grady, J., Spring, M., Lee, C.-H., 'What should be visualized?: faculty per- ception of priority topics for program visualization' (2006) SIGCSE Bull, 38, pp. 44-48; Cross, J.H., II, Hendrix, T.D., Umphress, D.A., Barowski, L.A., Jain, J., Montgomery, L.N., 'Robust generation of dynamic data struc- ture visualizations with multiple interaction ap- proaches' (2009) Trans. Comput. Educ, 9 (13), pp. 1-13. , 32; Heinsen Egan, M., McDonald, C., Reduc- ing novice C programmers' frustration through im- proved runtime error checking (2013) 'Proceedings of the 18th ACM conference on Innovation and tech- nology in computer science education', pp. 322-322. , ITiCSE '13, ACM, New York, NY, USA; Heinsen Egan, M., McDonald, C., Run- time error checking for novice C programmers (2013) 'Proceedings of the 4th Annual International Con- ference on Computer Science Education: Innova- tion and Technology', pp. 1-9. , CSEIT '13, Global Science & Technology Forum, Singapore; Hundhausen, C.D., Brown, J.L., 'What you see is what you code: A "live" algorithm de- velopment and visualization environment for novice learners' (2007) J. Vis. Lang. Comput, 18, pp. 22-47; Lahtinen, E., Students' Individual Differences in Using Visualizations (2009) 'Koli Calling 2008 8th International Confer- ence on Computing Education Research', pp. 92-95. , in A. Pears & L. Malmi, eds; Moreno, A., Joy, M.S., 'Jeliot 3 in a demand- ing educational setting' (2007) Electronic Notes in The- oretical Computer Science, 178, pp. 51-59. , Proceed- ings of the Fourth Program VisualizationWorkshop (PVW 2006); Smith, P.A., Webb, G.I., Transparency Debugging with Explanations for Novice Program- mers (1995) 'Proceedings of the 2nd International Workshop on Automated and Algo- rithmic Debugging, , in M. Ducassé, ed; Sundararaman, J., Back, G., HDPV: inter- active, faithful, in-vivo runtime state visualization for C/C++ and Java (2008) 'SoftVis '08: Proceedings of the 4th ACM Symposium on Software Visualiza- tion', pp. 47-56. , ACM, New York, NY, USA; Virtanen, A., Lahtinen, E., Jarvinen, H.-M., VIP, a Visual Interpreter for Learning Introductory Programming with C++ (2005) Proceedings of The Fifth Koli Calling Conference on Computer Science Education; Zimmermann, T., Zeller, A., Visualizing Memory Graphs (2002) Revised Lectures on Software Visualization, pp. 191-204. , International Seminar', Springer- Verlag, London, UK},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Kasto201359,
author={Kasto, N. and Whalley, J.},
title={Measuring the difficulty of code comprehension tasks using software metrics},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={59-65},
note={cited By 19; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979786690&partnerID=40&md5=e84fb0bd2f1edb04525b75d9897922d8},
affiliation={Software Engineering Research Laboratory, School of Computing and Mathematical Sciences, AUT University, PO Box 92006, Auckland, 1142, New Zealand},
abstract={In this paper we report on an empirical study into the use of software metrics as a way of estimating the difficulty of code comprehension tasks. Our results indicate that software metrics can provide useful information about the difficulties inherent in code tracing in first year programming assessment. We conclude that software metrics may be a useful tool to assist in the design and selection of questions when setting an examination. © 2013, Australian Computer Society, Inc.},
keywords={Assessment;  Code comprehension;  Novice programmers;  Software metrics},
keywords={Assessment;  Code comprehension;  Empirical studies;  First year programming;  Novice programmer;  Software metrics, Codes (symbols)},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Longman; Biggs, J.B., Collis, K.F., (1982) Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome), , New York. Academic Press; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Simon, B., Thompson, E., Reliably Classifying Novice Programmer Exam Responses using the SOLO Taxonomy (2008) Proc. 21st Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2008), pp. 23-30. , Auckland, New Zealand; Elliott Tew, A., (2010) Assessing fundamental introductory computing concept knowledge in a language independent manner, , PhD dissertation, Georgia Institute of Technology, USA; Fuller, U., Johnson, C.G., Ahoniemi, T., Cukierman, D., Hernan-Losada, I., Jackova, J., Lahtinen, E., Thompson, E., Developing a computer science-specific learning taxonomy (2007) SIGCSE Bull, 39 (4), pp. 152-170; Halstead, M.H., (1977) Elements of Software Science (Operating and Programming Systems Series), , New York, NY, USA, Elsevier Science Inc; Kintsch, W., van Dijk, T.A., Towards a model of text comprehension and production (1978) Psychological Review, 85, pp. 363-394; Klemola, T., (1978) Software comprehension: theory and metrics, , Masters Thesis, Concordia University, Montreal, Canada; Klemola, T., Riling, J., A cognitive complexity metric based on category learning. Proc. of the nd IEEE International Conference on Cognitive Informatics (ICCI'03), London, UK, 106-112 (2003); Lister, R., Simon, B., Thompson, E., Whalley, J., Prasad, C., Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy (2006) SIGCSE Bulletin, 38 (3), pp. 118-122; Murphy, L., McCauley, R., Fitzgerald, S., 'Explain in plain English' questions: implications for teaching (2012) Proc. of the 43rd ACM technical symposium on Computer Science Education (SIGCSE '12), pp. 385-390; Mathias, K.S., Cross, J.H., Hendrix, T.D., Barowski, L.A., The role of software measures and metrics in studies of program comprehension (1999) Proc. of the 37th Annual Southeast Regional Conference (CD-ROM), 37. , ACM-SE; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., Learning Computer Science Concepts with Scratch (2010) Proc. of the 6th/62; International Computing Education Research Workshop (ICER 2010), pp. 69-76. , Aarhus, Denmark; McCabe, T.J., A Complexity Measure, Software Engineering (1976) IEEE Transactions on, 2 (4), pp. 308-320; Parker, J.R., Becker, K., Measuring effectiveness of constructivist and behaviourist assignments in CS102 (2003) Proc. of the 8th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE 2003), pp. 40-44. , Thessaloniki, Greece; http://publib.boulder.ibm.com/infocenter/ieduasst/rtnv1r0/index.jsp?topic=/com.ibm.iea.rsar/plugin_types.html, Last accessed 24 August 2012; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going SOLO to assess novice programmers (2008) Proc. of the 13th annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE'08), pp. 209-213. , Madrid, Spain; Shuhidan, S., Hamilton, M., D'Souza, D., A taxonomic study of novice programming summative assessment (2009) Conferences in Research and Practice in Information Technology, 95, pp. 147-156; Venables, A., Tan, G., Lister, R., A Closer Look at Tracing, Explaining and Code Writing Skills in the Novice Programmer (2009) Proc. of the 5th International Computing Education Research Workshop (ICER 2009), pp. 117-128. , Berkeley, CA, USA, 117-128. Berkeley, California, August 10-11, 2009; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Australian Computer Science Communications, 52, pp. 243-252; Whalley, J., Clear, T., Robbins, P., Thompson, E., Salient Elements in Novice Solutions to Code Writing Problems (2011) Conferences in Research and Practice in Information Technology, 114, pp. 37-46},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Whalley201367,
author={Whalley, J. and Kasto, N.},
title={Revisiting models of human conceptualisation in the context of a programming examination},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={67-76},
note={cited By 6; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893377728&partnerID=40&md5=5149a460a7c4ac23c2212beb4d965aed},
affiliation={School of Computing and Mathematical Sciences, AUT University, PO Box 92006, Auckland, 1142, New Zealand},
abstract={This paper reports on an evaluation of the Block model for the measurement of code comprehension questions in a first semester programming examination. A set of exam questions is classified using the Block model and two commonly employed taxonomies, SOLO and Bloom. We found that some of the problems inherent in the application of Bloom and SOLO taxonomies also exist in the Block model. Some of the difficulties associated with SOLO and Bloom's taxonomy are due to the wide breadth of the dimensions. These difficulties are to some degree mitigated by the limited breadth of the Block model dimensions and we found that the Block model provided a better way of describing novice programming code comprehension tasks because of the increased granularity that it provides. © 2013, Australian Computer Society, Inc.},
keywords={Block model;  Bloom's taxonomy;  Code comprehension;  Novice programmers;  SOLO},
keywords={Codes (symbols);  Taxonomies, Block modeling;  Bloom's taxonomy;  Code comprehension;  Novice programmer;  SOLO, Blooms (metal)},
references={Abran, A., Moore, J., Bourque, P., DuPuis, R., Tripp, L., (2004) Guide to the Software Engineering Body of Knowledge-2004 Version SWEBOK ®, , Los Alamitos, CA, IEEE-CS-Professional Practices Committee; Alaoutinen, S., Smolander, K., Student Self-Assessment in a Programming Course Using Bloom's Revised Taxonomy (2010) Proc. of the 15th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '10), pp. 155-159. , ACM Press; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Longman; Barnes, D.J., Kolling, M., (2006) Objects First with Java: A Practical Introduction using BlueJ (3rd Edition), , England, Pearson Education Ltd; Biggs, J.B., Collis, K.F., (1982) Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome), , New York. Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives, , Handbook 1: Cognitive Domain. Addison Wesley; Bower, M., A Taxonomy of Task Types in Computing (2008) SIGCSE Bulletin, 40 (3), pp. 281-285; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Reliably Classifying Novice Programmer Exam Results using the SOLO Taxonomy (2008) Proc. of the 21st Annual NACCQ Conference, pp. 23-30. , Auckland, New Zealand; Denny, P., Luxton-Reilly, A., Simon, B., Evaluating a New Exam Question: Parsons Problems (2008) Proc. of the 2008 International Workshop on Computing Education Research (ICER '08), pp. 113-124. , Sydney, Australia; Fuller, U., Johnson, C.G., Ahoniemi, T., Cukierman, D., Hernän-Losada, I., Jackova, J., Lahtinen, E., Thompson, E., Developing a computer science-specific learning taxonomy (2007) SIGCSE Bull, 39 (4), pp. 152-170; Gluga, R., Kay, J., Lister, R., Kleitman, S., Lever, T., Overconfidence and confusion in using Bloom for programming fundamentals assessment (2012) Proc. of the 43rd ACM technical symposium on Computer Science Education (SIGCSE '12), pp. 147-152. , ACM Press; Hattie, J., Purdie, N., The SOLO model: Addressing fundamental measurement issues (1998) Teaching and Learning in Higher Education, pp. 145-176. , B. Dart and G. Boulton-Lewis, (Eds.). ACER Press; Johnson, C.G., Fuller, U., Is Bloom's taxonomy appropriate for computer science (2006) Proc. of the 6th Baltic Sea Conference on Computing Education Research, pp. 120-123. , A. Berglund (Ed.) (Koli Calling 2006), Koli National Park, Finland; Khairuddin, N.N., Hashim, K., Application of Bloom's taxonomy in software engineering assessments (2008) Proc. of the 8th conference on Applied computer science (ACS'08), World Scientific and Engineering Academy and Society (WSEAS), pp. 66-69. , Stevens Point, Wisconsin, USA; Kintsch, W., (1998) Comprehension: a paradigm for cognition, , Cambridge University Press; Kropp, R.P., Stroker, H.W., (1966) The construction and validation of tests of the cognitive processes as described in the taxonomy of educational objectives, , Florida State University, Institute of Human Learning and Department of Educational Research and Testing; Lahtinen, E.A., Categorization of Novice Programmers: A Cluster Analysis Study (2007) Proc. of the 19th Annual Workshop of the Psychology of Programming Interest Group (PPIG), pp. 32-41. , Joensuu, Finland; Lister, R., Objectives and Objective Assessment in CS1 (2001) Proc. of the thirty-second SIGCSE technical symposium on Computer Science Education (SIGCSE '01), pp. 292-296. , ACM Press; Lister, R., Leaney, J., First Year Programming: Let All the Flowers Bloom (2003) Proc. of the 5th Australasian Computing Education Conference (ACE2003), pp. 221-230. , Adelaide, Australia; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) Proc. of the 11th annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE '06), pp. 118-122. , Bologna, Italy; Lopez, M., Whalley, J., Robbins, P., Relationships between reading, tracing and writing skills in introductory programming (2008) Proc. of the 4th International Computing Education Research Workshop (ICER 2008), pp. 101-112. , Sydney, Australia; Oliver, D., Dobele, T., Greber, M., Roberts, T., This course has a Bloom Rating of 3.9 (2004) Proc of the 6th Australasian Computing Education Conference, pp. 227-231. , Dunedin, New Zealand; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., Learning Computer Science Concepts with Scratch (2010) Proc. of the 6th International Computing Education Research Workshop (ICER 2010), pp. 69-76. , Aarhus, Denmark; Parsons, D., Haden, P., Parson's programming puzzles: a fun and effective learning tool for first programming courses (2006) Proc. of the 8th Australian conference on Computing Education, pp. 157-163. , Darlinghurst, Australia; Schulte, C., Busjahn, T., Clear, T., Paterson, J., Taherkhani, A., An introduction to program comprehension for computer science educators (2010) Proc. of the 2010 ITiCSE Working group reports (ITiCSEWGR'10), pp. 65-86. , Ankara, Turkey; Schulte, C., Block Model: an educational model of program comprehension as a tool for a scholarly approach to teaching (2008) Proc. of the 4th International Workshop on Computing Education Research (ICER 2008), pp. 149-160. , Sydney, Australia; Scott, T., Bloom's taxonomy applied to testing in computer science classes (2003) Journal of Computing in Small Colleges, 19 (1), pp. 267-274; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going SOLO to assess novice programmers (2008) Proc. of the 13th annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE'08), pp. 209-213. , Madrid, Spain; Shuhidan, S., Hamilton, M., D'Souza, D., A taxonomic study of novice programming summative assessment (2009) Conferences in Research and Practice in Information Technology, 95, pp. 147-156; Simon Sheard, J., Carbone, A., Chinn, D., Laakso, M., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., Introductory programming: examining the exams (2012) Proc. of the 14th Australasian Computing Education Conference (ACE2012), pp. 61-70. , Melbourne, Australia; Starr, C.W., Manaris, B., Stalvey, R.H., Bloom's Taxonomy Revisited: Specifying Assessable Learning Objectives in Computer Science (2008) SIGCSE Bulletin, 40 (1), pp. 261-265; Thompson, E., Luxton-Reilly, A., Whalley, J., Hu, M., Robbins, P., Bloom's Taxonomy for CS assessment (2008) Proc. 10th Australasian conference on Computing Education (ACE 2008), pp. 155-162. , Wollongong, NSW, Australia; Whalley, J., Clear, T., Lister, R., The many ways of the BRACElet project (2007) Bulletin of Applied Computing and Information Technology, 5 (1). , http://www.naccq.ac.nz/bacit/0501/2007Whalley_BRACELET_Ways.htm, Retrieved August 3, 2012; Whalley, J., Prasad, C., Kumar, P.K.A., Decoding doodles: novice programmers and their annotations (2007) Proc. of the 9th Australasian conference on Computing Education, pp. 171-178. , Ballarat, Victoria, Australia; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Proc. of the 8th Australasian Computing Education Conference (ACE2006), pp. 243-252. , Hobart, Australia; Whalley, J., Clear, T., Robbins, P., Thompson, E., Salient Elements in Novice Solutions to Code Writing Problems (2011) Conferences in Research and Practice in Information Technology, 114, pp. 37-46},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Koppi20127,
author={Koppi, T. and Roberts, M. and Naghdy, G.},
title={Perceptions of a gender-inclusive curriculum amongst Australian Information and Communications Technology academics},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={7-14},
note={cited By 1; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072050620&partnerID=40&md5=a1a96c569aefe5bafd6ea334ebdd9725},
affiliation={Faculty of Informatics, University of Wollongong, Australia},
abstract={The lack of female enrolments in ICT is widely recognised and has prompted a range of strategies to attract more women, most of which do not include curriculum changes at any level. Research suggests that there are aspects of the ICT curriculum that could appeal to females, particularly in relation to benefits to society and humanity in general, and that including these considerations in the curriculum would be of interest to all students. The perceptions of a gender-inclusive ICT curriculum in Australia have been ascertained from a survey and forum discussions of ICT academic managers and leaders of ICT learning and teaching. Although a significant proportion of the surveyed academics recognises that different features of the ICT curriculum appeal to males (mainly technology) and females (mainly the benefits of the technology to humanity) this has not translated into the practical implementation of a genderinclusive curriculum in most institutions. Most respondents would welcome informative guidelines on developing a gender inclusive curriculum. © 2012, Australian Computer Society, Inc.},
keywords={Academics;  Gender inclusive curriculum;  ICT;  Perceptions},
keywords={Sensory perception;  Surveys, Academics;  Australia;  Curriculum changes;  Information and communications technology;  Learning and teachings, Curricula},
references={(2006) Statistics for the IT Industry in 2006, , http://www.ozwit.org/version_three/index.php?.option=com_content&task=view&id=15&Itemid=34, Accessed 6 April 2011; Beyer, S., Rynes, K., Perrault, J., Hay, K., Haller, S., Gender differences in computer science students (2003) SIGCSE Bulletin, 35 (1), pp. 49-53; Bissell, C., Chapman, D., Herman, C., Robinson, L., Some gender issues in the teaching of the information and communication technologies at the UK Open University (2002), http://technology.open.ac.uk/tel/people/bissell/gender.pdf, Accessed 23 May 2009; Bogdan, R.C., Biklen, S.K., (2002) Qualitative research for education: an introduction to theories and methods, , 4th edn. London, Allyn & Bacon; Boyatzis, R.E., (1998) Transforming qualitative information: thematic analysis and code development, , Thousand Oaks California, Sage Publications; Broos, A., Gender and information and communication technologies (ICT) anxiety: male selfassurance and female hesitation (2005) CyberPsychology & Behavior, 8 (1), pp. 21-31; Connolly, C., Murphy, E., Retention initiatives for ICT based courses (2005) Proc. Frontiers in Education, , Indianopolis, Indiana; Cory, S.N., Parzinger, M.J., Reeves, T.E., Are high school students avoiding the information technology profession because of the masculine stereotype? (2006) Information Systems Education Journal, 4 (29), pp. 3-13; Courtney, L., Timms, C., Anderson, N., "I would rather spend time with a person than a machine": qualitative findings from the girls and ICT survey (2006) In Quality and Impact of Qualitative Research, pp. 51-57. , Ruth, A. (ed). Griffith University, Australia; Craig, A., (2010) Attracting women to computing: a framework for evaluating intervention programmes, , Saarbrucken, Germany, VDM Publishing; Craig, A., Fisher, J., Lang, C., ICT and girls: the need for a large-scale intervention (2007) Proc. 18th Australasian Conference on Information Systems, pp. 761-769. , Toowoomba, Australia; Craig, A., Fisher, J., Forgasz, H., Lang, C., Evaluation Framework Underpinning the Digital Divas Programme (2011) Paper presented at the Innovation and Technology in Computer Science Education Conference (ITiCSE'11, June 27-29), pp. 313-317. , Darmstadt, Germany; Cukier, W., Shortt, D., Devine, I., Gender and Information Technology: Implications of Definitions (2002) SIGCSE Bulletin, 34 (4), pp. 142-148; Dee, T.S., Teachers and the gender gaps in student achievement (2007) Journal of Human Resources, 42 (3), pp. 528-554; Dingel, M.J., Gendered experiences in the science classroom (2006) In Removing Barriers: Women in Academic Science, Technology, Engineering and Mathematics, pp. 161-176. , Bystydzienski, J.M. and Bird, S.R. (eds). Bloomington, Indiana University Press; Gruba, P., Moffat, A., Sondergaard, H., Zobel, J., What Drives Curriculum Change? (2004) In Proc. Sixth Australasian Computing Education Conference (ACE2004), pp. 109-117. , Dunedin, New Zealand. CRPIT, 30. Lister, R. and Young, A.L., Eds., ACS; Hicks, O., (2007) Curriculum in higher education in Australia-hello?, , http://altcexchange.edu.au/system/files/Curriculum%20in%20Higher%20Education%20-%20HERDSA%20Full%20Paper.doc, Accessed 12 Aug 2010; Hyde, J.S., The gender similarities hypothesis (2005) American Psychologist, 60 (6), pp. 581-592; Jaworski, A., Coupland, N., (1999) The discourse reader, , 2nd edn. London, Routledge; Koppi, T., Naghdy, F., (2009) Managing educational change in the ICT discipline at the tertiary education level, , http://www.altc.edu.au/system/files/resources/DS6-600%20Managing%20educational%20change%20in%20the%20ICT%20discipline%20March%202009.pdf, Accessed 20 March 2010; Koppi, T., Sheard, J., Naghdy, F., Edwards, S.L., Brookes, W., Towards a gender inclusive ICT curriculum: a perspective from graduates in the workforce (2010) Computer Science Education, 20 (1), pp. 1-18; Lang, C., Craig, A., Fisher, J., Forgasz, H., Creating digital divas: scaffolding perception change through secondary school and university alliances (2010) Proc. 15th Annual Conference on Innovation and Technology in Computer Science Education, , Ankara, Turkey; Lasen, M., Education and career pathways in information communication technology: what are schoolgirls saying? (2010) Computers and Education, 54 (4), pp. 1117-1126; Lewis, S., Lang, C., McKay, J., An inconvenient truth: the invisibility of women in ICT (2007) Australasian Journal of Information Systems, 15 (1), pp. 59-76; Lewis, S., McKay, J., Lang, C., The next wave of gender projects in IT curriculum and teaching at universities (2006) Proc. Eighth Australasian Computing Education Conference, p. 52. , Hobart, Tasmania; Margolis, J., Fisher, A., (2002) Unlocking the clubhouse: women in computing, , Cambridge, Massachusetts, MIT Press; McLachlan, C., Craig, A., Coldwell, J., Student perceptions of ICT: a gendered analysis (2010) Proc. 12th Australasian Computing Education Conference, , Brisbane, Australia; McMillan, J., (2005) Course change and attrition from higher education, , Canberra, Department of Education Science and Training; Miliszewska, I., Moore, A., Encouraging girls to consider a career in ICT: a review of strategies (2010) Journal. Journal of Information Technology Education, 9, pp. 143-166; Miliszewska, I., Barker, G., Henderson, F., Sztendur, E., The issue of gender equity in computer science-what students say (2006) Journal of Information Technology Education, 5, pp. 107-120; Mills, J., Ayre, M., Gill, J., (2010) Gender inclusive engineering education, , New York, Routledge; Monaghan, L., Goodman, J., (2006) A cultural approach to interpersonal communication, , Oxford, UK, Blackwell Publishing Ltd; Moore, K., Griffiths, M., Richardson, H., Moving in, moving up, moving out? a survey of women in ICT (2005) Proc. Third European Symposium on Gender and ICT: Working for Change, , Manchester, UK; Ogunbona, P., (2009) ALTC Project PP9-1274, Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers, , http://www.altc.edu.au/project-addressingict-curriculum-recommendations-uow-2009, Accessed 6 June 2010; Seymour, E., Hewitt, N.M., (1997) Talking about leaving: why undergraduates leave the sciences, , Boulder, Colorado, Westview Press; Sheard, J., Carbone, A., Markham, S., Hurst, A.J., Casey, D., Avram, C., Performance and progression of first year ICT students (2008) Proc. Tenth Australasian Computing Education Conference, , Wollongong, Australia; Still, L.V., Gender, leadership and communication (2006) In Gender and Communication at Work, pp. 183-194. , Barrett, M. and Davidson, M. Aldershot, UK, Ashgate Publishing Ltd; Tillberg, H.K., Cohoon, J.M., Attracting women to the CS major (2005) Frontiers, 26 (1), pp. 126-140; Valenduc, G., Vendramin, P., Work organisation and skills in ICT professions: the gender dimension (2005) Proc. ICT, the Knowledge Society and Changes in Work, , Den Haag, Netherlands; Vilé, S., Ellen, J., (2008) Australian computer society: women members survey 2008: a thematic analysis, , https://www.acs.org.au/acswomen/docs/ACSWomenMembersSurveyThematicAnalysisReportAugust2008.pdf, Accessed 10 Sept 2010; Volman, M., van Eck, E., Gender equity and information technology in education: the second decade (2001) Review of Educational Research, 71 (4), pp. 613-634; (2010) Go Girl Go For IT, , http://www.vicictforwomen.com.au/www/html/334-go-girl-go-for-it-2010-.asp, Accessed 17 Sept 2010; Wood, J.T., (2005) Gendered lives: communication, gender, and culture, , Belmont, California, Thomson Wadsworth; Young, J., The extent to which information communication technology careers fulfil the career ideals of girls (2003) Australasian Journal of Information Systems, 10 (2), pp. 115-125},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Daniels201295,
author={Daniels, M. and Pears, A.},
title={Models and methods for computing education research},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={95-102},
note={cited By 8; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072042891&partnerID=40&md5=0a5c3a1da30d3e97f0deb5bd1e5b05fc},
affiliation={Department of Information Technology, Uppsala University, PO Box 327, Uppsala, 751 05, Sweden},
abstract={We have been engaged in computing education research for close to two decades. One characteristic of the field has been a preponderance of exploratory research, Marco Polo papers as Valentine termed them. Even considering the entire research corpus it is hard to discern a clear trend in terms of models and methods for conducting research. While some prominent researchers, such as Fincher, have established a tradition of mixed method research and multi-institutional studies, these approaches form a branch of the discipline and do not constitute a dominant paradigm. Indeed computing education research demonstrates an observable eclecticism in relation to method, combining as it does approaches from a range of qualitative and quantitative research traditions. A consequence of this is that we have spent time on thinking about the research area as a whole. We believe that a key defining feature of computing education research is the focus on learning in the discipline. The point of departure for much computing education research is consequently a need to address educational challenges in the discipline, rather than a standpoint in an educational tradition. This places the research objective, or question, in focus and makes the choice of method a secondary concern for many computing education researchers. In this article we discuss the nature of a broader emerging paradigm for conducting educational research, and a framework which can scaffold working within this paradigm. © 2012, Australian Computer Society, Inc.},
keywords={Educational Research;  Paradigm;  Research Framework},
keywords={Educational challenge;  Educational research;  Exploratory research;  Paradigm;  Point of departures;  Quantitative research;  Research frameworks;  Research objectives, Scaffolds},
references={Berglund, A., Daniels, M., Pears, A., Qualitative research projects in computing education research: An overview (2006) Australian Computer Science Communications, 28 (5), pp. 25-34; Byram, M., Nichols, A., Stevens, D., (2001) Developing Intercultural Competence in Practice, Multilingual Matters Ltd, , Clevedon, UK; Cajander, Å., (2010) Usability-who cares?. The introduction of user-centred systems design in organisations, , Acta Universitatis Upsaliensis. Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 740, Uppsala; Carr, W., Kemmis, S., (1983) Becoming Critical: Knowing Through Action Research, , Deakin University press, Melbourne; Coppola, N., Hiltz, S., Rotter, N., Building Trust in Virtual Teams (2004) IEEE Transactions on Professional Communication, 47, pp. 95-104; Crotty, M., (1998) The Foundations of Social Research, , Sage publications, London; Daniels, M., (2011) Developing and Assessing Professional Competencies: a Pipe Dream?, , Experiences from an Open-Ended Group Project Learning Environment, Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 808, Uppsala, Sweden; Elden, M., Chisholm, R., Emerging varieties of action research: Introduction to the special issue (1993) Human relations, 46 (2), pp. 121-142; Jarvenpaa, S., Knoll, K., Leidner, D., Is Anybody Out There?. Antecedents of Trust in Global Virtual Teams (1998) Journal of Management Information Systems, 14, pp. 29-64; Laxer, C., Daniels, M., Cajander, Å., Wollowski, M., Evolution of an International Collaborative Student Project (2009) Australian Computer Science Communications, 31 (5), pp. 111-118; Lewin, K., Action research and minority problems (1946) Journal of social issues, 2 (4), pp. 34-46; Maynard, M., Methods, practice, and epistemology: The debate about feminism and research (1994) in Researching women's lives from a feminist perspective, pp. 10-26. , eds. Maynard and Purvis, Taylor and Francis, London; McKay, J., Marshall, P., The dual imperatives of action research (2001) Information Technology and People, 14, pp. 46-59; Panteli, N., Duncan, E., Trust and temporary virtual teams: alternative explanations and dramaturgical relationships (2004) Information Technology and People, 17, pp. 423-441; Pears, A., Daniels, M., Berglund, A., Describing Computer Science Education Research: An Ac Pears, A. and Daniels, M. (2003) Structuring CSEd research studies: Connecting the pieces (2002) ACM SIGCSE Bulletin, 35 (3), pp. 149-153; Pears, A., Daniels, M., Structuring CSEd research studies: Connecting the pieces (2003) ACM SIGCSE Bulletin, 35 (3), pp. 149-153; Piaget, J., (1970) Science of Education and the Psychology of the Child, , Orion; Rasmussen, L., Action research-Scandinavian experiences (2004) AI and society, 18 (1), pp. 21-43; Reason, P., Choice and quality in action research practice (2006) Journal of management inquiry, 15 (2), pp. 187-203; Reason, P., Bradbury, H., (2007) Handbook of action research, , Sage, London; Westlander, G., Researcher roles in action research (2006) in Action an interactive research-Beyond practice and theory, pp. 45-62. , eds Nielsen and Svensson, Shaker, Maastricht},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{deRaadt2011105,
author={de Raadt, M. and Simon},
title={My Students Don't Learn the Way I Do},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={105-112},
note={cited By 4; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872827021&partnerID=40&md5=6f99725cc149df1e73fe95e969684d6e},
affiliation={University of Southern Queensland, Australia; University of Newcastle, Australia},
abstract={An understanding of how students learn can facilitate the design and creation of better teaching materials. Instruments that attempt to measure learning styles are many and varied, and their use can be controversial. This paper reports on a study of the learning styles of students in an introductory programming course, and a comparison with the learning style of their instructor. We conclude that it is not necessary to cover all possible learning styles, so long as students' learning preferences include the modalities presented in materials. © 2011, Australian Computer Society, Inc.},
keywords={Computing education;  Introductory programming;  Learning styles;  Vark},
keywords={Computing education;  Introductory programming;  Introductory programming course;  Learning preferences;  Learning Style;  Teaching materials;  Vark, Students},
references={Bednarik, R., Fränti, P., Survival of students with different learning preferences (2004) Proceedings of the Seventh Baltic Sea Conference on Computing Education Research (Koli Calling, 2004, pp. 121-125. , Koli, Finland; Biggs, J.B., (1987) Student Approaches to Learning and Studying, , Melbourne, Australian Council for Educational Research; Coffield, F., Moseley, D., Hall, E., Ecclestone, K., (2004) Learning styles and pedagogy in post-16 learning: A systematic and critical review, , UK, Learning and Skills Research Centre; Conway, C.M., Christiansen, M.H., Modality-Constrained Statistical Learning of Tactile, Visual, and Auditory Sequences (2005) Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (1), pp. 24-39; de Raadt, M., Hamilton, M., Lister, R., Tutty, J., Baker, B., Box, I., Approaches to Learning in Computer Programming Students and their Effect on Success (2005) Higher Education in a Changing World: Research and Development in Higher Education, 28, pp. 407-414; Entwistle, N., Improving teaching through research on student learning (1998) University teaching: international perspectives, , J. Forrest (Ed.), New York: Garland; Felder, R.M., Matters of Style (1996) American Society of Electrical Engineers: Prism, 6 (4), pp. 18-23; Fleming, N.D., (1995) I'm different; not dumb: Modes of presentation (V.A.R.K.) in the tertiary classroom, pp. 308-313. , Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA); Fleming, N.D., VARK Frequently Asked Questions, , http://www.vark-learn.com/english/page.asp?p=faq, Accessed August 17 2009; Fleming, N.D., The VARK Questionnaire, , http://www.varklearn.com/english/page.asp?p=questionnaire, Accessed 17 August 2009; Fleming, N.D., VARK Research & Statistics, , http://www.varklearn.com/english/page.asp?p=research, Accessed 17 August 2009; Herrmann, N., (1989) The creative brain, , North Carolina, Brain Books; Jackson, C.J., (2002) Learning Styles and its measurement: An applied neuropsychological model of learning for business and education, , UK, PSi-Press; Kolb, D.A., (1999) The Kolb Learning Style Inventory,Version, , 3. Boston, USA, Hay Group; Leite, W.L., Svinicki, M., Shi, Y., Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait-Multimethod Confirmatory Factor Analysis Models (2010) Educational and Psychological Measurement, 70 (2), pp. 323-339; Mayer, R.E., (1997) Multimedia Learning: Are We Asking the Right Questions? Educational Psychologist, 32 (1), pp. 1-19; Myers, I.B., McCaulley, M.H., (1985) Manual: a guide to the development and use of the Myers-Briggs Type Indicator, , Palo Alto, USA, Consulting Psychologists Press; Pashler, H., McDaniel, M., Rohrer, D., Bjork, R., Learning Styles: Concepts and Evidence (2009) Psychological Science in the Public Interest, 9 (3); Thomas, L., (2009) Personal Communication; Thomas, L., Ratcliffe, M., Woodbury, J., Jarman, E., Learning Styles and Performance in the Introductory Programming Sequence (2002) ACM SIGCSE Bulletin, 34 (1), pp. 33-37; Zualkernan, I.A., (2007) Using Soloman-Felder Learning Style Index to Evaluate Pedagogical Resources for Introductory Programming Classes, pp. 723-726. , Proceedings of the 29th International Conference on Software Engineering (ICSE'07), Minneapolis, USA},
correspondence_address1={de Raadt, M.; University of Southern QueenslandAustralia; email: deraadt@usq.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Robinson2011155,
author={Robinson, P.J.},
title={MyPyTutor: An interactive tutorial system for Python},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={155-160},
note={cited By 1; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872823495&partnerID=40&md5=9ddcd4b2771ac66cecdd3fe3dca44d72},
affiliation={School of Information Technology and Electrical Engineering, The University of Queensland, Brisbane, Australia},
abstract={MyPyTutor is an interactive tutorial system for the Python programming language. The system provides support for both students doing tutorial problems and tutorial developers. MyPyTutor can be used in two modes: stand-alone or with online support. For courses where MyPyTutor is used for assessment it can be set up so that students submit correct solutions to problems online for marks. © 2011, Australian Computer Society, Inc.},
keywords={Automatic marking;  Code analysis;  Interactive tutorials;  Python},
keywords={Automatic marking;  Code analysis;  Correct solution;  Interactive tutorials;  Online support;  Python;  Python programming language, Problem oriented languages;  Students, Teaching},
references={Stephen, C., Ehrmann, S.W.G., Flora, M., (2006) Factors Affecting the Adoption of Faculty-Developed Academic Software: A Study of Five iCampus Projects, , http://icampus.mit.edu/index.shtml, TLT Group last referenced 13/08/2010; Christopher, D., David, L., James, O.-W., Automatic Test Based Assessment of Programming: A Review (2005) Journal of Educational Resources in Computing, 5 (3). , ACM Press, New York; Edwards, S.H., Using test-driven development in the classroom: providing students with auto-matic, concrete feedback on performance (2003) Proceedings of the International Conference on Education and Informations Systems: Technologies and Applications, pp. 421-426; Michael, T.H., Interface-based Programming Assignments and Automatic Grading of Java Programs (2007) ITiCSE 07: Proceedings of the 12th annual conference on Innovation and technology in computer science education, pp. 63-67. , ACM Press, New York},
correspondence_address1={Robinson, P.J.; School of Information Technology and Electrical Engineering, , Brisbane, Australia; email: pjr@itee.uq.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Buckland201119,
author={Buckland, R.},
title={Open teaching a case study on publishing lecture videos publicly},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={19-27},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872819125&partnerID=40&md5=19b1394560202cd224199e4e6cb8999e},
affiliation={School of Computer Science and Engineering, The University of New South Wales, Sydney 2052, Australia},
abstract={This paper reports on a project to video record lectures for undergraduate computing courses and publish them openly online. It outlines the objectives of the project, the techniques experimented with to record the lectures, the major challenges encountered, and how they were addressed. The paper then highlights a number of the interesting and sometimes unexpected benefits which have followed from publishing the lecture recordings, as well as some disadvantages and warnings. It is my hope that others may be able to benefit from our experiences and feel empowered to record and openly publish their own teaching practice. © 2011, Australian Computer Society, Inc.},
keywords={eLearning;  OpenLearning open data online lecture video recording;  YouTube},
keywords={Computing course;  Lecture recording;  Lecture video;  Teaching practices;  YouTube, E-learning;  Video recording, Education},
references={Anderson, L., Krathwohl, D., Airasian, P., Cruik-shank, K., Mayer, R., Pintrich, P., Raths, J., Wittrock, M., (2001) A Taxonomy for Learning, Teaching, and Assessing A Revision of Bloom's Taxonomy of Educational Objectives, , Addison Wesley Longman; Anderson, T.D., Parker, N., McKenzie, J., (2009) Assessing online collaboratories: a peer review of teaching and learning ATN Assessment Conference, , 2009, RMIT University; Battlewench, YouTube user, Comment on UNSWelearning channel (2010), http://www.youtube.com/user/UNSWelearning, comment posted early 2009 (youtube does not show precise date). Accessed at comment page 9 (of 14) on on 4 November 2010; Bloom, B.S., (1956), David McKay Co Inc., New York; Britzman, D.P., Cultural myths in the making of a teacher: Biography and social structure in teacher education (1986) Harvard Educational Review, 56 (4), pp. 442-456; (2010), http://www.YouTube.com/comment_servlet?all_comments=1andv=RpRRUFbePU, caesiume YouTube user, Commenting on video Lecture 1: Introduction to Data Structures and Algorithms Richard Buckland, comment posted January 2010. Accessed at on 5 August 2010; Clement, M., Vandenberghe, R., Teachers' professional development: a solitary or collegial (ad)venture? (2000) Teaching and Teacher Education, 16, pp. 81-101; Daya, C., Re ection: a necessary but not sufficient condition for professional development (1993) British Educational Research Journal, 19 (1), pp. 83-93; Gosling, D., (2005), Peer Observation of Teaching. SEDA Paper 118: Staff and Educational Development Association Ltd, London; Gosling, D., O'Connor, K., (2009), Beyond the Peer Observation of Teaching. SEDA Paper 124: Staff and Educational Development Association Ltd, London; Lesser, G., (1974), Children and Television: Lessons from Sesame Street. Random House, New York; Lovett, M., Meyer, O., Thille, C., 2008, p. 14. , May 2008; (2004), OECD Science, Technology and Innovation for the 21st Century. Meeting of the OECD Committee for Scientific and Technological Policy at Ministerial Level, 29-30 January 2004 Final Communiue; Patricka, F., Elliota, D., Hulmea, M., McPheea, A., The importance of collegiality and reciprocal learning in the professional development of beginning teachers (2010) Journal of Education for Teaching, 36 (3), pp. 277-289; Rogers, D.L., Babinski, L.M., (2002), from isolation to conversation: supporting new teachers' development. SUNY Press, New York; Rookie1, S., (2010), http://www.youtube.com/watch?v=m1-8OOrBi0o, YouTube user, Commenting on video Wikis in University Teaching and Learning Richard Buckland UNSW, comment posted 15 August 2010. Accessed at on 15 August 2010; Uhlir, P.F., Schroder, P., (2008) Open Data for Global Science, p. 188. , Sydney University Press Law Books 39 in Brian Fitzgerald, Legal Framework for e-Research: Realising the Potential; Vest, C.M., (2001) MIT to make nearly all course materials available free on the World Wide Web, , http://web.mit.edu/newsoffice/2001/ocw.html, quoted in MIT news April 4 2001 (accessed 4 November 2010)},
correspondence_address1={Buckland, R.; School of Computer Science and Engineering, , Sydney 2052, Australia; email: richardb@unsw.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Whalley201137,
author={Whalley, J. and Clear, T. and Robbins, P. and Thompson, E.},
title={Salient elements in novice solutions to code writing problems},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={37-45},
note={cited By 27; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872811419&partnerID=40&md5=34916932876877ba37667cb8a801f847},
affiliation={School of Computing and Mathematical Sciences, AUT University, PO Box 92006, Auckland 1142, New Zealand; School of Computer Science, The University of Birmingham, Birmingham, B15 2TT, United Kingdom},
abstract={This paper presents an approach to the evaluation of novice programmers' solutions to code writing problems. The first step was the development a framework comprised of the salient elements, or programming constructs, used in a set of student solutions to three typical code writing assessment problems. This framework was then refined to provide a code quality factor framework that was compared with an analysis using the SOLO taxonomy. We found that combining our framework with the SOLO taxonomy helped to define the SOLO categories and provided an improved approach to applying the principles of SOLO to code writing problems. © 2011, Australian Computer Society, Inc.},
keywords={Assessment;  Novice programmers;  SOLO taxonomy},
keywords={Assessment;  Code quality;  Code-writing;  Novice programmer, Taxonomies},
references={Biggs, J.B., (1999) Teaching for quality learning at University, Buckingham, , Open University Press; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Reliably Classifying Novice Programmer Exam Results using the SOLO Taxonomy (2008) Proc. of the 21st Annual NACCQ Conference, 1, pp. 23-30. , S. Mann and M. Lopez (eds.). Auckland, New Zealand: NACCQ; Glaser, B., Strauss, A., The Discovery of Grounded Theory (1967), Mill Valley, CA: Sociology Press; Hattie, J., Purdie, N., The SOLO model: Addressing fundamental measurement issues (1998) Teaching and Learning in Higher Education, pp. 145-176. , Dart, B. and Boulton-Lewis, G. (eds.) ACER Press; Lister, R., Clear, T., Simon, B.D.J., Carter, P., Eckerdal, A., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2009) SIGCSE Bull, 41 (4), pp. 156-173; Lopez, M., Whalley, J., Robbins, P., Relationships between reading, tracing and writing skills in introductory programming (2008) Proc. of the Fourth International Computing Education Research Workshop, , tracing and writing skills in introductory programming. M. Caspersen, R. Lister and M. Clancy (eds.) (ICER 2008). 101-112. Sydney, Australia: ACM; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., (2010) Proc. of the Sixth International Computing Education Research Workshop (ICER 2010), pp. 69-76. , Learning Computer Science Concepts with Scratch. K. Sanders, M. Caspersen and M. Clancy (eds.) Aarhus, Denmark: ACM; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going SOLO to assess novice programmers (2008) SIGCSE Bull, 40 (3), pp. 209-213; Stemler, S., An Overview of Content Analysis Practical Assessment (2001) Research and Evaluation, 7 (17). , http://PAREonline.net/getvn.asp?v=7&n=17, Retrieved August 16, 2010 from; Thompson, E., Using the Principles of Variation to Create Code Writing Problem Sets (2010) To appear in Proc of the 11th Annual Conference of the Subject Centre for Information and Computer Sciences, , http://www.ics.heacademy.ac.uk/, Durham, UK; Tilley, S., The canonical activities of reverse engineering (2000) Annals of Software Engineering, 9, pp. 249-271},
correspondence_address1={Whalley, J.; School of Computing and Mathematical Sciences, PO Box 92006, Auckland 1142, New Zealand; email: jwhalley@aut.ac.nz},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Ho20113,
author={Ho, S.Y. and Ho, K.K.W.},
title={Mobile messages as a tool to stimulate learning activities},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={3-7},
note={cited By 0; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872773236&partnerID=40&md5=059123876395090d9e581bdc9563b460},
affiliation={School of Accounting and Business Information Systems, Australian National University, Canberra 0200, ACT, Australia; School of Business and Public Administration, University of Guam, Mangilao, 96923, Guam},
abstract={Mobile learning (m-learning) is gaining significance. It has the potential to provide interesting and relevant learning experiences to learners. Firms and education institutes explore the use of mobile devices to facilitate teaching and apprehension. This study proposes to use one of the simple functions of mobile phones, i.e. text messaging, as a tool to stimulate learners to access course materials. This study also examines whether users' personalities influence their reactions to learning via text messaging. Specifically, we used a personality instrument, Myers-Briggs Type Indicator (MBTI), to categorise learners. We conducted an experiment with 78 students, who received text messaging to remind them to access lecture materials for two weeks. We found that extroverts more often followed text messages to participate in discussion learning activities than introverts, and students of a judging type who liked well-defined learning schedules often followed the text messages to work on their learning schedules. A learner's personality does have an effect on the amount of learning they are prepared to participate in, when they respond to mobile text messaging. © 2011, Australian Computer Society, Inc.},
keywords={Learner's personality;  Learning;  Text messaging},
keywords={Course material;  Learner's personality;  Learning;  Learning Activity;  Learning experiences;  Learning schedule;  Lecture materials;  M-Learning;  Mobile Learning;  Myers-Briggs Type Indicators;  Text messages, E-learning;  Mobile devices;  Students;  Telephone systems;  Text messaging, Learning systems},
references={Alavi, M., Leidner, D.E., Technology-Mediated Learning-A Call for Greater Depth and Breadth of Research (2001) Information Systems Research, 12 (1), pp. 1-10; Benbunan-Fich, R., Improving Education and Training with IT (2002) Communications of the ACM, 45 (6), pp. 94-99; Biggs, J., Enhancing Learning: A Matter of Style or Approach? (2001) Lawrence Erlbaum, pp. 73-102. , In R.J. Sternberg and L.F. Zhang, editors, Perspectives on Thinking, Learning and Cognitive Styles; Chen, C., Liu, C., Chang, M., Personalized Curriculum Sequencing Utilizing Modified Item Response Theory for Web-Based Instruction (2006) Expert Systems with Applications, 30 (2), pp. 378-396; Cooper, S.E., MBTI Learning Style-Teaching Style Discongruencies (1991) Educational and Psychological Measurement, 51 (3), pp. 699-706; Jong, T.D., Ferguson-Hessler, M.G.M., Types and Qualities of Knowledge (1996) Journal Educational Psychologist, 31 (2), pp. 105-113; Keegan, D., The Future of Learning: From eLearning to mLearning (2002), http://www.fernuni-hagen.de/ZIFF/ZP_119.pdf, Online available on 15 Janurary; Lim, M.S.C., Hocking, J.S., Hellard, M.E., Aitken, C.K., SMS STI: A review of the use of mobile text messaging in sexual health (2008) International Journal of STD and AIDS, 19 (5), pp. 287-290; Narciss, S., Proske, A., Koerndle, H., Promoting Self-Regulated Learning in Web-Based Learning Environment (2007) Computers in Human Behavior, 23 (3), pp. 1126-1144; Piccoli, G., Ahmad, R., Ives, B., Web-Based Virtual Learning Environments: A Research Framework and A Preliminary Assessment of Effectiveness in Basic IT Skills Training (2001) MIS Quarterly, 25 (4), pp. 401-426; Roschelle, J., Unlocking the Learning Value of Wireless Mobile Devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 260-272; Shen, L., Callaghan, V., Shen, R., Affective E-Learning in Residential and Pervasive Computing Environments (2008) Information Systems Frontiers, 10 (4), pp. 61-472; Tam, K.Y., Ho, S.Y., Persuasiveness of Web Personalization: An Elaboration Likelihood Model Perspective (2005) Information Systems Research, 16 (3), pp. 271-291; Tam, K.Y., Ho, S.Y., Understanding the Impact of Web Personalization on User Information Processing and Decision Outcomes (2006) MIS Quarterly, 30 (4), pp. 865-890; Wan, Z., Wang, Y., Haggerty, N., Why People Benefit from E-Learning Differently: The Effects Of Psychological Processes on E-Learning Outcome (2008) Information and Management, 45 (8), pp. 513-521; Woo, Y., Reeves, T.C., Meaningful Interaction in Web-Based Learning: A Social Constructivist Interpretation (2007) The Internet and Higher Education, 10 (1), pp. 15-25; Xu, D., Wang, H., (2006) Decision Support Systems, 42 (2), pp. 825-843. , Intelligent Agent Supported Personalization for Virtual Learning Environments},
correspondence_address1={Ho, S.Y.; School of Accounting and Business Information Systems, , Canberra 0200, ACT, Australia; email: susanna.ho@anu.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Denny200955,
author={Denny, P. and Luxton-Reilly, A. and Simon, B.},
title={Quality of student contributed questions using peerwise},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={55-63},
note={cited By 24; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869142126&partnerID=40&md5=9aed24e31b634a9368fb0994b24a48b9},
affiliation={Computer Science, University of Auckland, Private Bag 92019, Auckland, New Zealand; Computer Science and Engineering, University of California, San Diego La Jolla, CA, United States},
abstract={PeerWise is an online tool that involves students in the process of creating, sharing, answering and discussing multiple choice questions. Previous work has shown that students voluntarily use the large repository of questions developed by their peers as a source of revision for formal examinations - and activity level correlates with improved exam performance. In this paper, we investigate the quality of the questions created by students in a large introductory programming course. The ability of students to assess question quality is also examined. We find that students do, very commonly, ask clear questions that are free from error and give the correct answers. Of the few questions we examined that contained errors, in all cases those errors were detected, and corrected by other students. We also report that students are effective judges of question quality, and are willing to use the judgements of their peers to decide which questions to answer. We include several case studies of questions that are representative of the kinds of questions in the repository and provide insight for instructors considering use of PeerWise in their classrooms. © 2009, Australian Computer Society, Inc.},
keywords={Contributing student;  MCQ;  Peer assessment;  Peerwise;  Question test bank;  Self assessment},
keywords={MCQ;  Peer assessment;  Peerwise;  Question test bank;  Self assessment, Errors;  Teaching, Students},
references={Denny, P., Luxton-Reilly, A., Hamer, J., The PeerWise system of student contributed assessment questions (2008) Tenth Australasian Computing Education Conference (ACE 2008) of CRPIT, 78, pp. 69-74. , Simon and M. Hamilton, editors, Wollongong, NSW, Australia, ACS; Denny, P., Luxton-Reilly, A., Hamer, J., Student use of the PeerWise system ITiCSE '08: Proceedings of the 13th annual conference on Innovation and technology in computer science education, pp. 73-77. , Madrid, Spain, July 2008. ACM; Denny, P., Hamer, J., Luxton-Reilly, A., Purchase, H., Peerwise: students sharing their multiple choice questions ICER'08: Proceedings of the 2008 international workshop on Computing education research, pp. 51-58. , Sydney, Australia, 2008; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers SIGCSE Bulletin, 36 (4), pp. 119-150. , (December 2004) ACM; Sitthiworachart, J., Joy, M., Computer support of effective peer assessment in an undergraduate programming class (2008) Journal of Computer Assisted Learning, 24, pp. 217-231; Topping, K., Peer assessment between students in colleges and universities (1998) Review of Education Research, 68 (3), pp. 249-276},
correspondence_address1={Denny, P.; Computer Science, Private Bag 92019, Auckland, New Zealand; email: paul@cs.auckland.ac.nz},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Bornat200853,
author={Bornat, R. and Dehnadi, S. and Simon},
title={Mental models, consistency and programming aptitude},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={53-61},
note={cited By 45; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869136942&partnerID=40&md5=eedb85c77dd9bb5984823297b94bd6a4},
affiliation={School of Computing Science, Middlesex University, London NW4 4BT, United Kingdom; School of Design, Communication, and Information Technology, University of Newcastle, Australia},
abstract={Learning to program is notoriously diffcult. Substantial failure rates plague introductory programming courses the world over, and have increased rather than decreased over the years. Despite a great deal of research into teaching methods and student responses, there have been to date no strong predictors of success in learning to program. Two years ago we appeared to have discovered an exciting and enigmatic new predictor of success in a rst programming course. We now report that after six experiments, involving more than 500 students at six institutions in three countries, the predictive eect of our test has failed to live up to that early promise. We discuss the strength of the effects that have been observed and the reasons for some apparent failures of prediction.},
keywords={Programming aptitude},
keywords={Failure rate;  Introductory programming course;  Mental model;  Programming course;  Student response;  Teaching methods, Object oriented programming;  Students, Education computing},
references={Adelson, B., Soloway, E., The role of domain experience in software design (1985) IEEE Transactions on Software Engineering 11(November), pp. 1351-1360; Bauer, M., Johnson-Laird, P., How diagrams can improve reasoning: Mental models and the difcult cases of disjunction and negation (1993) Proceedings of the Annual Conference of Cognitive Science, , Lawrence Erlbaum Associates, Boulder, Colorado; Berbatov, D., (2007), private communication; Bonar, J., Soloway, E., Uncovering principles of novice programming (1983) 10th ACM POPL, pp. 10-13; Bonar, J., Soloway, E., Pre-Programming Knowledge: A Major Source of Misconceptions in Novice Programmers (1985) Human-Computer Interaction, 1 (2), pp. 133-161; Bornat, R., (1986) Programming from First Principles, , Prentice/Hall International; Canas, J.J., Bajo, M.T., Gonzalvo, P., Mental models and computer programming (1994) Journal of Human-Computer Studies, 40 (5), pp. 795-811; Caspersen, M.E., Bennedsen, J., Larsen, K.D., Mental Models and Programming Aptitude (2007) Proceedings of ITICSE 2007; Dehnadi, S., (2006) Testing Programming Aptitude, pp. 22-37. , http://www.ppig.org/papers/18thdehnadi.pdf, in P. Romero, J. Good, E. A. Chaparro & S. Bryant, eds, 'Proceedings of the PPIG 18th Annual Workshop'; du Boulay, J.B.H., Some diffculties of learning to program (1986) Journal of Educational Computing Research, 2 (1), pp. 57-73; Green, T., Cognitive Approach to Software Comprehension: Results, Gaps and Introduction (1997) Workshop on Experimental Psychology in Software Comprehension Studies, , University of Limerick; Johnson-Laird, P., (1975) Models of deduction, , in R. Falmagne, ed., 'Reasoning: Representation and Process', Erlbaum, Springdale, NJ; Johnson-Laird, P., Comprehension as the construction of mental models (1981) Philosophical Transac-tions of the Royal Society, 295 B, pp. 353-374. , Series; Johnson-Laird, P., (1983) Mental Models, , Cambridge University Press, Cambridge; Johnson-Laird, P., Bell, V., A model theory of modal reasoning (1997) Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, pp. 349-353; Johnson-Laird, P., Steedman, M., The psychology of syllogisms (1978) Cognitive Psychology, 10, pp. 64-99; K̈olling, M., Quig, B., Patterson, A., Rosenberg, J., The BlueJ system and its pedagogy (2003) Journal of Computer Science Education, 13 (4), pp. 249-268. , http://www.bluej.org/papers/2003-12-CSEd-bluej.pdf; Mayer, R.E., (1992) Thinking, Problem Solving, Cognition, , 2 edn, W. H. Freeman and Company Second Edition ISBN 0716722151, New York; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of rst-year CS students (2001) Working group reports from ITiCSE on Innovation and technology in computer science education, , ACM Press, Canterbury, UK; Murnane, J., The Psychology of Computer Languages For Introductory Programming Courses (1993) New Ideas in Psychology, 11 (2), pp. 213-228; Papert, S., Mindstorms: Children, Computers, and Powerful Ideas (1980), Basic Books, New York, NY, USA; Pennington, N., Stimulus structures and mental representations in expert comprehension of computer programs (1987) Cognitive psychology, 19, pp. 295-341; Perkins, D., Hancock, C., Hobbs, R., Martin, F., Simmons, R., (1989) Conditions of Learning in Novice Programmers, pp. 261-279. , E. S. Spohrer & J. C., eds, 'Studying the Novice Programmer ', Lawrence Erlbaum Associates, Hillsdale, NJ; Putnam, R.T., Sleeman, D., Baxter, J.A., Kuspa, L.K., A Summary of Misconceptions of High School Basic Programmers (1986) Journal of Ed-ucational Computing Research, 2 (4); Simon, Fincher, S., Robins, A., Baker, B., Box, I., Cutts, Q., de Raadt, M., Tutty, J., Predictors of success in a rst programming course (2006) Proc. Eighth Australasian Computing Education Conference (ACE2006), pp. 189-196. , ACS; Soloway, E., Spohrer, J.C., Some Diffculties of Learning to Program (1989), pp. 283-299. , in E. Soloway & J. C. Spohrer, eds, 'Studying the Novice Programmer', Lawrence Erlbaum Associates, Hillsdale, NJ; Turner, D.A., Miranda: a non-strict functional language with polymorphic types (1985) Proc. of a conference on Functional programming languages and computer architecture, pp. 1-16. , Springer-Verlag New York, Inc., New York, NY, USA; van Someren, M.W., What's wrong? Understanding beginners' problems with Prolog (1990) structional Science, 19 (4-5), pp. 256-282; Vaughan-Nichols, S.J., The Battle over the Universal Java IDE (2003) Computer, 36 (4), pp. 21-23; Wray, S., SQ Minus EQ can Predict Programming Aptitude (2007) Proceedings of the PPIG 19th Annual Workshop, , http://www.ppig.org/papers/19th-Wray.pdf},
correspondence_address1={Bornat, R.; School of Computing Science, , London NW4 4BT, United Kingdom; email: fR.Bornat@mdx.ac.uk},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Sheard2008119,
author={Sheard, J. and Carbone, A. and Markham, S. and Hurst, A.J. and Casey, D. and Avram, C.},
title={Performance and progression of first year ICT students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={119-127},
note={cited By 12; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869112843&partnerID=40&md5=a7642c0826da2cce866ebfce7bd82f37},
affiliation={Caulfield School of Information Technology, Faculty of Information Technology, Monash University, PO Box 197, Caulfield East, VIC, 3145, Australia},
abstract={In 2006 the Computing Education Research Group from Monash University conducted a study that explored the perceptions students bring into ICT degrees and the perceptions that staff have of student expectations. Students and staff from first year undergraduate ICT degrees on the five Victorian campuses of Monash University participated in a series of data collections. The research was conducted using a mixed quantitative and qualitative research design. This paper reports on that aspect of the study that investigated influences on students' progression and performance in the first year of their undergraduate ICT degrees. This study reports the following three findings: it is difficult to predict whether students will complete a unit from their interests and expectations of the degree; students with prior knowledge of programming or who had English as a first language or who had entered the degree from high school received higher results in programming; females are more likely to drop out of technical units than are males. © 2008, Australian Computer Society, Inc.},
keywords={First year ICT students' performance and progression},
keywords={Computing education;  Data collection;  Drop-out;  First year;  High school;  Prior knowledge;  Qualitative research;  Student expectations, Information technology;  Research, Students},
references={Beaubouef, T., Lucas, R., Howatt, J., The UNLOCK system: Enhancing problem solving skills in CS-1 students (2001) ACM Special Interest Group Computer Science Education (SIGCSE) Bulletin, 33 (2), pp. 43-46; Bergin, S., Reilly, R., (2005) Programming: factors that influence success, , Proceedings of the Thirty-sixth SIGCSE technical symposium on computer science education, St. Louis, Missouri, USA; Bright, J.E.H., Pryor, R.G.L., Wilkenfeld, S., Earl, J., The Role of Social Context and Serendipitous Events in Career Decision Making (2005) International Journal for Educational and Vocational Guidanc, 5, pp. 19-36; Bunderson, E., Christensen, M., An analysis of retention problems for female students in university computer science programs (1995) Journal of Research on Computing in Educatio, 28 (1), pp. 1-18; Byrne, P., Lyons, G., The effect of student attributes on success in programming, , (2001, 25-27 June) Proceedings of the Sixth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2001), University of Kent, Canterbury, United Kingdom; Dickson, J., Fleet, A., Watt, H., Success or failure in a core university unit: what makes the difference? (2000) Higher Education and Developmen, 19 (1), pp. 59-73; Glynn, J., Sauer, P., Miller, T., Configural invariance of a model of student attrition (2006) Journal of College Student Retentio, 7 (3), pp. 263-281; Goold, A., Rimmer, R., Factors affecting performance in first-year computing (2000) ACM Special Interest Group Computer Science Education (SIGCSE) Bulleti, 32 (2), pp. 39-43; Haden, P., (2006) The incredible rainbow spitting chicken: Teaching traditional programming skills through games programming, , Proceedings of the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM Special Interest Group Computer Science Education (SIGCSE) Bulleti, 32 (3), pp. 25-28; James, R., How school-leavers choose a preferred university course and possible effects on the quality of the school university transition (2000) Journal of Institutional Researc, 9 (1), pp. 78-88; Kantanis, S.T., The role of program cohesion in effecting a smooth transition from secondary school to university (2000) Journal of Institutional Researc, 9 (1), pp. 100-110; Lang, C., McKay, J., Lewis, S., (2007) Seven factors that influence ICT student achievement, , Proceedings of the Twelfth Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE 2007), Dundee, Scotland, United Kingdom; Marks, G.N., McMillan, J., Hillman, K.J., (2001) Tertiary Entrance Performance: The Role of Student Background and School Factors. in Longitudinal surveys of Australian youth research reports, , Melbourne: Australian Council for Educational Research. ; McKenzie, K., Schweitzer, R., Who succeeds at University? Factors predicting academic performance in first year Australian university students (2001) Higher Education and Developmen, 20 (1), pp. 21-33; McMillan, J., (2005) Course changes and attrition from higher education, , Melbourne: Australian Council for Educational Research; Milem, J.F., Berger, J.B., A modified model of college student persistence: Exploring the relationship between Austin's theory of involvement and Tinto's theory of student departure (1997) Journal of college student developmen, 38 (4), pp. 387-400; (2007), http://www.mmv.vic.gov.au/AttitudestoICTcare, Multimedia Victoria., ers [23 July 2007]; Peel, M., (1998) The Transition from Year Twelve to University, , Melbourne, Australia; Prabu, A., Equity and equality: Finding the gender balance (2007) Information Age; Ramalingam, V., LaBelle, D., Wiedenbeck, S., (2004) Self-efficacy and mental models in learning to program, , Proceedings of the Ninth Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE 2004), Leeds, United Kingdom; Sheard, J., Carbone, A., (2007) ICT teaching and learning in a new educational paradigm: Lecturers' perceptions versus students' experiences, , Proceedings of the Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007), Koli, Finland; Simon, C.Q., Fincher, S., Haden, P., Robbins, A., Sutton, K., (2006) The ability to articulate strategy as a predictor of programming skill, , Proceedings of the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Simon, F.S., Robbins, A., Baker, B., Box, I., Cutts, Q., (2006) Predictors of success in a first programming course, , Proceedings of the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Taylor, H., Mounfield, L., Exploration of the relationship between prior computing experience and gender on success in college computer science (1994) Journal of Educational Computing Researc, 11 (4), pp. 291-306; Taylor, J., Bedford, T., Staff perceptions of factors related to non-completion in higher education (2004) Studies in Higher educatio, 29 (3), pp. 375-394; Tinto, V., (1993) Leaving College: Rethinking the causes and cures of student attrition, , Chicago: The University of Chicago Press; Tolhurst, D., Baker, B., Hamer, J., Box, I., Lister, R., Cutts, Q., (2006) Do map drawing styles of novice programmers predict success in programming? A multi-national, multiinstitutional study, , Proceedings of the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Wilson, B., Shrock, S., Contributing to success in an introductory computer science course: a study of twelve factors (2001), Proceedings of the Thirty-second SIGCSE Technical Symposium on Computer Science Education, Charlotte, North Carolina, USA},
correspondence_address1={Sheard, J.; Caulfield School of Information Technology, PO Box 197, Caulfield East, VIC, 3145, Australia; email: judy.sheard@infotech.monash.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Mann2007115,
author={Mann, S. and Smith, L.},
title={Software engineering class eating its own tail},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={115-123},
note={cited By 2; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869186550&partnerID=40&md5=7ecaac341b0e63112362e9eee47c1cee},
affiliation={Information Technology, Otago Polytechnic, Dunedin, New Zealand},
abstract={This paper describes an experiment where software engineering students were given the task of developing a project management system for use in capstone projects. The Agile Development Framework, which is a combination of agile and structured methodologies, is introduced. Using examples of student work, the paper describes the effect on learning of this recursive approach to learning software engineering. © 2007, Australian Computer Society, Inc.},
keywords={Computer education;  Software engineering projects},
keywords={Agile development;  Capstone projects;  Computer education;  Project management system;  Recursive approach;  Software engineering projects;  Software engineering students, Project management;  Students, Software engineering},
references={Mann, S., Smith, L.G., Role of the development methodology and prototyping within capstone projects (2004) Proceedings 17th Annual NACCQ, pp. 119-128. , Mann, S. & Clear, T. (eds). Christchurch. July 6-9th 2004; Mann, S., Smith, L.G., (2005) Technical complexity of projects in software engineering Proceedings 18th Annual NACCQ, pp. 249-254. , Mann, S. &amp; Clear, T. (eds). Tauranga. July 10-13th July 2005; Mann, S., Smith, L.G., Arriving at an agile framework for teaching software engineering (2006) 19th Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 183-190. , Wellington, New Zealand, NACCQ in cooperation with ACM SIGCSE; Robinson, H., (1994), The Ethnography of Empowerment: The Transformative Power of Classroom Interaction The Falmer Press.; Bristol:; Smith, L.G., Mann, S., Projecting Projects: Choosing Software Engineering Projects (2004) Proceedings 17th Annual NACCQ, pp. 183-190. , Mann, S. & Clear, T. (eds). Christchurch. July 6-9th 2004; Smith, L.G., Mann, S., Buissink-Smith, N., Crashing a bus full of empowered software engineering students (2001) New Zealand Journal of Applied Computing and Information Technology, 5 (2), pp. 69-74; Tate, K., Sustainable Software Development: An Agile Perspective (2005), p. 264. , Addison Wesley Professional, NY},
correspondence_address1={Mann, S.; Information Technology, , Dunedin, New Zealand; email: smann@tekotago.ac.nz},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Haley200735,
author={Haley, D.T. and Thomas, P. and De Roeck, A. and Petre, M.},
title={Measuring improvement in latent semantic analysis-based marking systems: Using a computer to mark questions about HTML},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={35-42},
note={cited By 8; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869143191&partnerID=40&md5=087dfeae54df316ef82b0aecd70e718d},
affiliation={Centre for Research in Computing, Department of Computing, The Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom},
abstract={This paper proposes two unconventional metrics as an important tool for assessment research: the Manhattan (L1) and the Euclidean (L2) distance measures. We used them to evaluate the results of a Latent Semantic Analysis (LSA) system to assess short answers to two questions about HTML in an introductory computer science class. This is the only study, as far as we know, that addresses the question of how well an LSA-based system can evaluate answers in the very specific and technical language of HTML. We found that, although there are several ways to measure automatic assessment results in the literature, they were not useful for our purposes. We want to compare the marks given by LSA to marks awarded by a human tutor. We demonstrate how L1 and L2 quantify the results of varying the amount of training data necessary to enable LSA to mark the answers to two HTML questions. Although this paper describes the use of the metrics in one particular case, it has more general applicability. Much fine-tuning of an LSA marking system is required for good results. A researcher needs an easy way to evaluate the results of various modifications to the system. The Manhattan and the Euclidean distance measures provide this functionality. © 2007, Australian Computer Society, Inc.},
keywords={Assessment;  Latent semantic analysis;  Measures;  Metrics},
keywords={Assessment;  Automatic assessment;  Distance measure;  Euclidean;  Euclidean distance measure;  Introductory computer science class;  Latent Semantic Analysis;  Latent semantics;  Manhattans;  Marking system;  Measures;  Metrics;  Technical languages;  Training data, Marking machines;  Semantics;  Websites, HTML},
references={Aberson, C., Interpreting Null Results: Improving Presentation and Conclusions with Confidence Intervals (2002) Journal of Articles in Support of the Null Hypothesis, 1 (3), pp. 36-42; Dancey, C.P., Reidy, J., (2002) Statistics Without Maths for Psychology: Using SPSS for Windows, , Essex, England, Prentice Hall; Deerwester, S., Dumais, S.T., Furnas, G.W., Landauer, T.K., Harshman, R., Indexing by Latent Semantic Analysis (1990) Journal of the American Society for Information Science, 41 (6), pp. 391-407; Dumais, S.T., Improving the retrieval of information from external sources (1991) Behavioral Research Methods, Instruments & Computers, 23 (2), pp. 229-236; Dumais, S.T., Data-driven approaches to information access (2003) Cognitive Science, 27, pp. 491-524; Foltz, P.W., Using latent semantic indexing for information filtering (1990) Proc. Conference on Office Information Systems, pp. 40-47. , (Ed, Allen, R. B.), Cambridge, MA; Foltz, P.W., Gilliam, S., Kendall, S.A., Supporting content-based feedback in online writing evaluation with LSA (2000) Interactive Learning Environments, 8 (2), pp. 111-129; Foltz, P.W., Kintsch, W., Landauer, T.K., The Measurement of Textural Coherence with Latent Semantic Analysis (1998) Discourse Process, 25 (2-3), pp. 285-307; Foltz, P.W., Laham, D., Landauer, T.K., Automated Essay Scoring: Applications to Educational Technology (1999) Proc. ED-MEDIA '99. Seattle; Furnas, G.W., Deerwester, S., Dumais, S.T., Landauer, T.K., Harshman, R.A., Streeter, L.A., Lochbaum, K.E., Information retrieval using a singular value decomposition model of latent semantic structure (1988) Proc. of 11th annual int'l ACM SIGIR conference on Research and development in information retrieval. ACM, pp. 465-480; Gerald, Wheatley, (1970), Applied Numerical Analysis, Addison-Wesley; Graesser, A.C., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D., Using latent semantic analysis to evaluate the contributions of students in AutoTutor (2000) Interactive Learning Environments, 8 (2), pp. 129-147. , The Tutoring Research Group, [Special Issue, J. Psotka, guest editor]; Haley, D.T., Thomas, P., De Roeck, A., Petre, M., A Research Taxonomy for Latent Semantic Analysis-Based Educational Applications (2005) Proc. International Conference on Recent Advances in Natural Language Processing'05, pp. 575-579. , (Eds, Angelova, G., Bontcheva, K., Mitkov, R., Nicolov, N. and Nikolov, N.), Borovets, Bulgaria; Kanejiya, D., Kumar, A., Prasad, S., Automatic Evaluation of Students' Answers using Syntactically Enhanced LSA (2003) Proc. HLT-NAACL 2003 Workshop: Building Educational Applications Using Natural Language Processing, pp. 53-60; Landauer, T.K., Dumais, S.T., A solution to Plato's problem: the Latent Semantic Analysis theory of acquisition, induction and representation of knowledge (1997) Psychological Review, 104 (2), pp. 211-240; Landauer, T.K., Foltz, P.W., Laham, D., An introduction to Latent Semantic Analysis (1998) Discourse Processes, 25, pp. 259-284; Lemaire, B., Dessus, P., A system to assess the semantic content of student essays (2001) Journal of Educational Computing Research, 24 (3), pp. 305-320; Manning, C.D., Schütze, H., (1999) Foundations of Statistical Natural Language Processing, , Cambridge, Massachusetts, MIT Press; Miller, T., Essay assessment with Latent Semantic Analysis (2003) Journal of Educational Computing Research, 28; Nakov, P., Valchanova, E., Angelova, G., Towards Deeper Understanding of the LSA Performance (2003) Proc. of Recent Advances in Natural Language Processing, pp. 311-318. , Borovetz, Bulgaria; Page, E., Statistical and linguistic strategies in the computer grading of essays (1967) Proc. 1967 International Conference On Computational Linguistics, pp. 1-13; Thompson, B., What Future Quantitative Social Science Research Could Look Like: Confidence Intervals for Effect Sizes (2002) Educational Researcher, 31 (3), pp. 25-32; Wiemer-Hastings, P., Adding syntactic information to LSA (2000) Proc. 22nd Annual Conference of the Cognitive Science Society, pp. 989-993; Wiemer-Hastings, P., Wiemer-Hastings, K., Graesser, A.C., Improving an intelligent tutor's comprehension of students with Latent Semantic Analysis (1999) Artificial Intelligence in Education, , (Eds, Lajoie, S. P. and Vivet, M.) IOS Press. Amsterdam},
correspondence_address1={Haley, D.T.; Centre for Research in Computing, Walton Hall, Milton Keynes MK7 6AA, United Kingdom; email: D.Haley@open.ac.uk},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Stanley2007141,
author={Stanley, T.D. and Xuan, T.Q. and Fife, L. and Colton, D.},
title={Simple eight bit, emulated computers for illustrating computer architecture concepts and providing a starting point for student designs},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={141-146},
note={cited By 0; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869129575&partnerID=40&md5=8eef7d004f6f69d8f996370cecdc9949},
affiliation={School of Computing, Brigham Young University Hawaii, Laie, HI 96762, United States},
abstract={Students learn better when they both hear and do. In computer architecture courses "doing" can be difficult in small schools without hardware labs hosted by computer engineering, electrical engineering, or similar departments. Software solutions exist. Our success with George Mills' Multimedia Logic (MML) is the focus of this paper. We have found that students learn and understand more, and experience less frustration, without the additional complexity of hardware details. MML provides a graphical computer architecture solution with convenient I/O support and the ability to build and emulate a variety of computer designs. It has proven highly motivational to upper-division computer science students designing and constructing emulated computers. Student projects resulted in excellent student understanding of the detailed inner workings of computers. Students also developed better teamwork skills and produced useful training aids for the lowerdivision computer organization class. Designs implemented include 8-bit and 16-bit, von Neumann and Harvard architectures, from single-cycle to twelve-cycle instructions. Issues resolved during the learning process include timing, initialization, instruction set architecture, I/O, and assembler design. We provide two demonstration computers used to illustrate to students a design approach and an expected outcome in their individual design activities. One example is an eight-bit Harvard architecture with eight instructions that execute in a single clock cycle. The second is an eight-bit von Neumann architecture that has four instructions and executes each instruction in three clock cycles. This paper describes these two example computers. © 2007, Australian Computer Society, Inc.},
keywords={Computer organization & architecture;  Emulation software;  Pedagogy},
keywords={Clock cycles;  Computer architecture course;  Computer designs;  Computer engineering;  Computer organization;  Computer science students;  Design activity;  Design approaches;  Harvard architectures;  Instruction set architecture;  Learning process;  Multimedia logic;  Neumann architecture;  Pedagogy;  Single cycle;  Single-clock-cycle;  Software solution;  Student project;  Teamwork skills;  Training aids, Clocks;  Computer architecture;  Computer hardware;  Design;  Electrical engineering;  Hardware;  Teaching, Students},
references={Burch, C., Logisim: A Graphical System for Logic Circuit Design and Simulation (2002) ACM Journal of Educational Resources in Computing, 2 (1), pp. 5-16; Capilano Computing (2006), http://www.capilano.com/, Accessed 1 June; Clark, B., Czezowski, A., Strazdins, P., Implementation Aspects of a SPARC V9 (2001) Proc. 25th Australasian Computer Science Conference, pp. 23-32. , Melbourne, Australia; (2001) Computing Curricula 2001 Computer Science, , http://acm.org/education/curric_vols/cc2001.pdf, Final Report, ACM/IEEE-CS Task Force, 15 December Accessed 9 August 2006; Holland, M., Harris, J., Hauck, S., Harnessing FPGAs for Computer Architecture Education (2003) Proc. 2003 IEEE International Conference on Microelectronic Systems Education, p. 12; Larson, J., (2006), http://www.dst-corp.com/james/MMLogic.html, Accessed 1 June; Larus, J., (2006) SPIM, A MIPS32 Simulator, , http://www.cs.wisc.edu/~larus/spim.html, Accessed 1 June; Leslie, M., (2006), http://urchin.earth.li/~mleslie/project.html, Accessed 1 June; Mills, G., (2006) Multimedia Logic, , http://www.softronix.com, available for free download at Accessed 1 June; Moure, J., Rexachs, D., Luque, E., The KScalar Simulator (2002) ACM Journal of Educational Resources in Computing, 2 (1), pp. 73-116; Null, L., Lobur, J., The Essentials of Computer Organization and Architecture (2003), Sudbury, MA, Jones and Bartlett Computer Science; Null, L., Lobur, J., MarieSim: The MARIE Computer Simulator (2003) ACM Journal of Educational Resources in Computing, 3 (2), pp. 1-29; Paterson, D., Hennessy, J., (1994), Computer Organization and Design, The Hardware/Software Interface, Morgan Kaufmann; Stanley, T., An emulated computer with assembler for teaching undergraduate computer architecture (2005) Proc. of the Workshop on Computer Architecture Education.; Tao, J., Schulz, M., Karl, W., A Simulation Tool for Evaluating Shared Memory Systems (2003) Proc. 36th Annual Simulation Symposium (ANNS'03); Wainer, G., Daicz, S., Simoni, L., Wassermann, D., Using the Alfa-2 Simulated Processor for Educational Purposes (2001) ACM Journal of Educational Resources in Computing, 1 (2), pp. 111-151},
correspondence_address1={Stanley, T.D.; School of Computing, , Laie, HI 96762, United States; email: StanleyT@byuh.edu},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Pauling2007125,
author={Pauling, J.W. and Komisarczuk, P.},
title={Review of work experience in a bachelor of information technology},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={125-132},
note={cited By 4; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869111690&partnerID=40&md5=5afcc1a7a3f79e2520ecbdb7c55b51cd},
affiliation={School of Mathematics, Statistics and Computer Science, Victoria University, P. O. Box 600, Wellington 6140, New Zealand},
abstract={This paper describes the development and evaluation of a significant work experience component within a Bachelor of Information Technology (BIT) honours degree. Work experience provides students with an appreciation of the IT work place, enhances their skills with a range of industry experience and tools and provides a step towards professional accreditation. The initial experiences with the programme are outlined in this paper which discusses the combined support from the Careers Service, Student Job Search and employers to make work experience a success. Feedback from students and employers is provided in this paper indicating industry satisfaction with students, the ICT career aspirations of students, student work patterns and the change in student wages, which are gathered through questionnaires. The indications are that industry is satisfied with the quality of students in work experience, the wages for work experience have increased beyond the rate of inflation and that through the scheme flexibility work experience is gained both part and full time in almost equal measure. © 2007, Australian Computer Society, Inc.},
keywords={Bachelor of information technology;  Careers service;  Employers;  IT work experience},
keywords={Careers service;  Employers;  Industry experience;  Job search;  Work experience;  Work patterns;  Work place, Accreditation;  Industry;  Information technology;  Surveys;  Wages, Students},
references={CRM solution for Career Services (2003), Http://careerhub.co.nz, CareerHub Accessed August 2006; Clarke, R., There and Back Again - IT Provisioning for IT Students (2006) 19 th Annual Conference of the National Advisory committee on Computing Qualifications, pp. 39-43. , Mann, S. & Bridgeman, N. (eds); Gruba, P., Al-Hamood, R., Strategies for Communication Skills Development (2004) Sixth Australasian Computing Education Conference (ACE 2004), pp. 101-107; Hagan, D., Employer Satisfaction with ICT Graduates (2004) Sixth Australasian Computing Education Conference (ACE 2004), pp. 119-123; PHP Easy Survey Package (2006), http://phpesp.sf.net/, Team Butterfat! Accessed 12 th August 2006; (2004), http://www.waceinc.org/, WACE World Association for Cooperative Education. Accessed 25th August 2004},
correspondence_address1={Komisarczuk, P.; School of Mathematics, P. O. Box 600, Wellington 6140, New Zealand; email: peter.komisarczuk@vuw.ac.nz},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{D'Souza200727,
author={D'Souza, D. and Hamilton, M. and Harris, M.C.},
title={Software development marketplaces-implications for plagiarism},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={27-33},
note={cited By 11; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856062976&partnerID=40&md5=a98cc35f7b1ae96fe62030b6b915a98d},
affiliation={School of Computer Science and Information Technology, RMIT University, PO Box 2476V, Melbourne, VIC 3001, Australia},
abstract={Plagiarism of programming assignment solutions can be detected via a range of plagiarism detection tools, as long as the originally authored work is accessible electronically. For some time now, our school has used plagiarism detection software over all submissions of programming assignments in selected courses. The use of such software has provided a viable mechanism for catching such cheating by copying. However, the emergence of online software development websites now enables students to purchase solutions from software contractors. Students submit their assignment specifications to such websites and receive bids from potential contractors to develop coded solutions. In these contexts the use of copy detection software is rendered useless, as the solutions are custom written and there is usually no electronic source available against which similarities may be detected. This paper addresses the cheating problem of students purchasing solutions via websites that host software development marketplaces. © 2007, Australian Computer Society, Inc.},
keywords={Discipline;  Plagiarism;  Software development marketplaces},
keywords={Copy detection;  Discipline;  Plagiarism;  Plagiarism detection;  Programming assignments, Commerce;  Contractors;  Intellectual property;  Software design;  Websites, Students},
references={Arwin, C., Tahaghoghi, S.M.M., 'Plagiarism Detection across Programming Languages.' (2006) Proceedings of the 29th Australasian Computer Science Conference (ACSC2006), 48, pp. 277-286. , In Vladimir Estivill-Castro and Gill Dobbie (eds), CRPIT Hobart, Australia, 16-19 January 2006; Burrows, S., Tahaghoghi, S.M.M., Zobel, J., 'Efficient Plagiarism Detection for Large Code Repositories Proceedings of the Second Australian Undergraduate Students' Computing Conference (AUSCC04), pp. 9-16. , In G. Abraham and B.I.P. Rubinstein (eds), Melbourne, Australia, 8-10 December 2004. ISBN: 0 975 71730 8; Burrows, S., Tahaghoghi, S.M.M., Zobel, J., 'Efficient plagiarism detection for large code repositories Software - Practice and Experience, , To appear; Hamilton, M., Tahaghoghi, S.M.M., Walker, C., 'Educating Students About Plagiarism Avoidance - A Computer Science Perspective (2004) ICCE2004: International Conference on Computers in Education 2004, pp. 1275-1284; Zobel, J., Uni Cheats Racket": A case study in plagiarism investigation (2004) Australasian Computer Education Conference, pp. 357-356. , Dunedin, New Zealand; Zobel, J., Hamilton, M., Managing student plagiarism in large academic departments (2002) Australian Universities Review, 45 (2), pp. 23-298},
correspondence_address1={D'Souza, D.; School of Computer Science and Information Technology, PO Box 2476V, Melbourne, VIC 3001, Australia; email: djds@cs.rmit.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Hamilton200755,
author={Hamilton, M. and Berry, M.},
title={Mobile computing, programming, games and online communities: Changes to the communicative ecology of design students through mobile computing: Part 2},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={55-61},
note={cited By 2; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77949345769&partnerID=40&md5=a6bb87ab2b9c17f6a2e96ef3a66d5df3},
affiliation={School of Computer Science and Information Technology, RMIT University, Melbourne, GPO Box 2476V, Melbourne VIC 3001, Australia; School of Creative Media and Design, RMIT University, Melbourne, GPO Box 2476V, Melbourne VIC 3001, Australia},
abstract={In this paper, we discuss the influence the increased mobility afforded by Tablet PCs has had on the way multimedia students learn programming concepts and practice skills and techniques through their communicative ecology. Following on from our previous ethnographic action research study, on mobile computing, visual diaries, learning and communication, (Berry & Hamilton, 2006) we allocated Tablet PCs to a new group of students and encouraged their use particularly during their programming classes. We applied many of the instruments recommended in the literature as predictors of success in a programming course to help define and explain the communicative ecology. As well as these instruments, we invited the students to focus group discussions and solicited information via email questionnaires. © 2007, Australian Computer Society, Inc.},
keywords={Communicative ecology;  Ethnographic action research;  Programming;  Tablet PCs},
keywords={Action research;  Focus groups;  Hamiltons;  Online communities;  Programming class;  Programming concepts;  Programming course;  Tablet PCs, Ecology;  Mathematical programming;  Mobile computing;  Personal computers;  Surveys, Students},
references={Barr, R.B., Tagg, J., From Teaching to Learning - A New Paradigm for Undergraduate Education (1995) Change Magazine; Berry, M., Hamilton, M., Mobile Computing, Visual Diaries, Learning and Communication: Changes to the Communicative Ecology of Design Students Through Mobile Computing (2006) Conferences in Research in Practice in Information Technology, 52, pp. 35-44; Biggs, J., Student approaches to learning and studying (1987) Australian Council for Educational Research; Biggs, J., Kember, D., Leung, D., The Revised Two-Factor Study Process Questionnaire: R-SPQ-2F (2001) British Journal of Educational Psychology, 71, pp. 133-149; deRaadt, M., Hamilton, M., Lister, R., Tutti, J., (2005) Approaches to Learning in Computer Programming Students, and its Effect on Success; Ekstrom, R.J.F., Harman, H., Cognitive Factors: Their Identification and Replication (1976) Multivariate Behavioural Research Monographs, 79 (2); Foundation, M., (2004), http://www.mozilla.org, Mozilla Home Page; Hiltzik, (2004) Building a better browser at mozilla, , Los Angeles Times; Peterson, M.A., (2003) Anthropology and Mass Communication: Media and Myth in the New Millennium, , New York: Berghahn Books; Simon, S., Cutts, Q., Fincher, S., Haden, P., Robbins, A., Sutton, K., Baker, B., The Ability to Articulate Strategy as a Predictor of Programming Skill (2006) Conferences in Research in Practice in Information Technology (CRPIT), 52, pp. 181-188; Simon, S., Fincher, S., Robins, A., Baker, B., Box, I., Cutts, Q., Predictors of success in a first programming course (2006) Conferences in Research in Practice in Information Technology (CRPIT), 52, pp. 189-196; Tacchi, J., Slater, D., Hearn, G., (2003) Ethnographic Action Research, , unescodelhi.nic.in/publications/ear.pdf; Taft, D.K., (2004) Eclipse director takes on challenge of growth, , eWeek; Tagg, J., (2003) The Learning Paradigm College, , Bolton, MA: Anker Publishing Company; Tolhurst, D., Baker, B., Hamer, J., Box, I., Lister, R., Cutts, Q., Do Map Drawing Styles of Novice Programmers Predict Success in Programming? A Multi-National, Multi-Institutional Study (2006) Conferences in Research in Practice in Information Technology (CRPIT), 52, pp. 213-222; Tutty, J., White, B., Tablet Classroom Interactions (2006) Conferences in Research in Practice in Information Technology (CRPIT), 52, pp. 229-233; Wagner, E.D., Enabling Mobile Learning (2005) EDUCAUSE Review, 40 (3), pp. 40-53; Weiser, M., The Computer for the 21st Century (1991) Scientific American, pp. 94-104; White, B., Tutty, J., What, no lectures!: Experiences from a blended tablet PC Classroom (2005) Paper presented at the UniServe Science, , University of Sydney},
correspondence_address1={Hamilton, M.; School of Computer Science and Information Technology, GPO Box 2476V, Melbourne VIC 3001, Australia; email: margaret.hamilton@rmit.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Simon2006189,
author={Simon and Fincher, S. and Robins, A. and Baker, B. and Cutts, Q. and Haden, P. and Hamilton, M. and Petre, M. and Tolhurst, D. and Box, I. and de Raadt, M. and Hamer, J. and Lister, R. and Sutton, K. and Tutty, J.},
title={Predictors of success in a first programming course},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={189-196},
note={cited By 54; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869143045&partnerID=40&md5=5db4afc3ea38457c04200a272aa02ed2},
affiliation={University of Newcastle, Australia; University of Kent, United Kingdom; University of Otago, New Zealand; University of New South Wales, Australia; University of Glasgow, United Kingdom; Otago Polytechnic, New Zealand; RMIT University, Australia; Open University, United Kingdom; University of Technology Sydney, Australia; University of Southern Queensland, Australia; University of Auckland, New Zealand; Southern Institute of Technology, New Zealand; Charles Darwin University, Darwin, Australia},
abstract={This paper describes a multi-national, multi-institutional study that investigated introductory programming courses .. Student participants were drawn from eleven institutions, mainly in Australasia, during the academic year of 2004. A number of diagnostic tasks were used to explore cognitive, behavioural, and attitudinal factors such as spatial visualisation and reasoning, the ability to articulate strategies for commonplace search and design tasks, and attitudes to studying. The results indicate that a deep approach to learning was positively correlated with mark for the course, while a surface approach was negatively correlated; spatial visualisation skills are correlated with success; a progression of map drawing styles identified in the literature has a significant correlation with marks; and increasing measures of richness of articulation of a search strategy are also associated with higher marks. Finally, a qualitative analysis of short interviews identified the qualities that students themselves regarded as important to success in programming. © 2006, Australian Computer Society, Inc.},
keywords={Education;  Programming aptitude},
keywords={Attitudinal factors;  Design tasks;  Drawing styles;  Introductory programming course;  Programming course;  Qualitative analysis;  Search strategies;  Surface approach, Education;  Object oriented programming;  Visualization, Students},
references={Bailey, J.L., Stefaniak, G., Industry perceptions of the knowledge, skills and abilities needed by computer programmers (2001) Proc 2001 ACM SIGCPR conference on Computer personnel research, pp. 93-99. , San Diego, CA, USA, ACM Press; Barker, R., Unger, E., A predictor for success in an introductory programming class based upon abstract reasoning development (1983) ACM SIGCSE Bulletin, 15 (1), pp. 154-158; Biggs, J., (1987) Student approaches to learning and studying, , Melbourne, Australian Council for Educational Research; Biggs, J., Kember, D., Leung, D.Y.P., The revised two-factor study process questionnaire: R-SPQ-2F (2001) British Journal of Educational Psychology, 71 (1), pp. 133-149; Boyle, R., Carter, J., Clark, M., What Makes Them Succeed? Entry, progression and graduation in Computer Science (2002) Journal of Further and Higher Education, 26 (1), pp. 3-18; Chowdhury, A., Van Nelson, C., Fuelling, C.P., McCormick, R.L., Predicting success of a beginning computer course using logistic regression (Abstract only) (1987) Proc 15th ACM Annual Computer Science Conference, p. 449. , St Louis, MO, USA; Cox, A., Fisher, M., (2004) Navigating codespace: A new direction for spatial cognition research, , http://users.cs.dal.ca/~amcox/pubs/pubs.html, Poster presented at the Biannual Convention of the International Society for Human Ethology, Ghent, Belgium. Accessed 3 Oct 2005; Cross, E., The behavioral styles of computer programmers (1970) Proc 8th Annual SIGCPR Conference, pp. 69-91. , Maryland, WA, USA; Curzon, P., Learning Computer Science through Games and Puzzles (2000) Interfaces, 42, pp. 14-15. , http://www.bcs-hci.org.uk/interfaces/interfaces42.pdf, Accessed 3 Oct 2005; de Raadt, M., Hamilton, M., Lister, R., Tutty, J., Baker, B., Box, I., Cutts, Q., Tolhurst, D., Approaches to learning in computer programming students and their effect on success (2005) Higher Education in a changing world: Research and Development in Higher Education, 28, pp. 407-414. , Brew, A., & Asmar, C. (2005); Ekstrom, R.B., French, J.W., Harman, H.H., Dermen, D., (1976) Kit of factor-referenced cognitive tests, , Princeton, NJ, USA, Educational Testing Services; Evans, G., Simkin, M., What best predicts computer proficiency? (1989) Communications of the ACM, 32 (11), pp. 1322-1327; Fincher, S., Petre, M., Tenenberg, J., Blaha, K., Bouvier, D., Chen, T.-Y., Chinn, D., Vandegrift, T., A multi-national, multiinstitutional study of student-generated software designs (2004) 4th Annual Finnish / Baltic Sea Conference on Computer Science Education, pp. 1-8. , Koli, Finland; Fincher, S., Baker, B., Box, I., Cutts, Q., de Raadt, M., Haden, P., Hamer, J., Tutty, J., Programmed to succeed?: a multi-national, multiinstitutional study of introductory programming courses (2005) Computing Laboratory Technical Report 1-05, , University of Kent, Canterbury, UK; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32 (3), pp. 25-28; Hestenes, D., Wells, M., Swackahmer, G., Force Concept Inventory (1992) Physics Teacher, 30, pp. 141-158; Leeper, R.R., Silver, J.L., Predicting success in a first programming course (1982) ACM SIGCSE Bulletin, 14 (1), pp. 147-150; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; Mayer, D.B., Stalnaker, A.W., Selection and Evaluation of Computer Personnel - the Research History of SIG/CPR (1968) Proc 1968 23rd ACM National Conference, pp. 657-670. , Las Vegas, NV, USA; Mayer, R.E., Dyck, J.L., Vilberg, W., Learning to program and learning to think: what's the connection? (1989) Studying the Novice Programmer, , Soloway, E., & Sphorer, J.C. (Eds.), Hillsdale, New Jersey: Lawrence Erlbaum; McCracken, W.M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-140; Nasr, R., Hall, S.R., Garik, P., Student misconceptions in signals and systems and their origins (2003) Proc 33rd ASEE/IEEE Frontiers in Education Conference, pp. T2E23-T2E28. , Boulder CO, USA; Onorato, L.A., Schvaneveldt, R.W., Programmer-nonprogrammer differences in specifying procedures to people and computers (1987) The Journal of Systems and Software, 7 (4), pp. 357-369; Petre, M., Blackwell, A.F., Mental Imagery in Program Design and Visual Programming (1999) International Journal of Human-Computer Studies, 51 (1), pp. 7-30; Petre, M., Fincher, S., Tenenberg, J., Anderson, R., Anderson, R., Bouvier, D., Fitzgerald, S., Zander, C., My criterion is: Is it a Boolean?': a card-sort elicitation of students' knowledge of programming constructs (2003) Computing Laboratory Technical Report 6-03, , University of Kent, Canterbury, UK; Poucet, B., Spatial cognitive maps in animals: New hypotheses on their structure and neural mechanisms (1993) Psychological Review, 100 (2), pp. 163-182; Roddan, M., (2002) The determinants of student failure and attrition in first year computing science, , http://www.psy.gla.ac.uk/~steve/localed/mrodd.html, Final-year undergraduate project. Accessed 3 Oct 2005; Rountree, N., Rountree, J., Robins, A., Predictors of success and failure in a CS1 course (2002) ACM SIGCSE Bulletin, 34 (4), pp. 121-124; Simon, Cutts, Q., Fincher, S., Haden, P., Robins, A., Sutton, K., Baker, B., Tutty, J., The ability to articulate strategy as a predictor of programming skill (2006) Proc Eighth Australasian Computing Education Conference, , Hobart, Australia, Jan 2006; Tolhurst, D., Baker, B., Hamer, J., Box, I., Cutts, Q., de Raadt, M., Fincher, S., Tutty, J., Do map-drawing styles of novice programmers predict success in programming? A multi-national, multi-institutional study (2006) Proc Eighth Australasian Computing Education Conference, , Hobart, Australia, Jan 2006; Werner, S., Krieg-Brückner, B., Mallot, H.A., Schweizer, K., Freksa, C., Spatial cognition: the role of landmark, route, and survey knowledge in human and robot navigation (1997) Informatik 97: Informatik Aktuell, pp. 41-50. , Jarke, M., Pasedach, K., & Pohl, K. (Hrsg.), Berlin; Wilson, B.C., Shrock, S., Contributing to success in an introductory computer science course: a study of twelve factors (2001) ACM SIGCSE Bulletin, 33 (1), pp. 184-188; Wolfe, J.M., Perspectives on Testing for Programming Aptitude (1971) Proc 1971 26th ACM National Conference, pp. 268-277. , Chicago, IL, USA},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Berry200635,
author={Berry, M. and Hamilton, M.},
title={Mobile computing, visual diaries, learning and communication: Changes to the communicative ecology of design students through mobile computing},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={35-44},
note={cited By 10; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869063234&partnerID=40&md5=c6abaeb4264428d79e64c4e28d2bee41},
affiliation={School of Creative Media and Design, RMIT University Melbourne, GPO Box 2476V, Melbourne VIC 3001, Australia; School of Computer Science and Information Technology, RMIT University Melbourne, GPO Box 2476V, Melbourne VIC 3001, Australia},
abstract={How students learn and what encourages them to communicate and reflect on their learning provide continual challenges for teachers. If we can find ways to enlighten this process, we can encourage and foster a better learning environment for all concerned. In this paper, we discuss the influence that Tablet PCs have had on the way multimedia students learn concepts and approach their design development work through their communicative ecology. As part of their course, these students are required to write visual diaries as reflective practice on their design process. Among other things, access to the Tablet PCs greatly enhances their contributions to their visual diaries by allowing them to develop their draft diagrams quickly and easily and integrate them into their blogs to achieve a comprehensive work portfolio. © 2006, Australian Computer Society, Inc.},
keywords={Blogs;  Communicative ecology;  Tablet PCs},
keywords={Design development;  Design process;  Learning environments;  Reflective practices;  Tablet PCs, Blogs;  Computer aided instruction;  Ecology;  Internet;  Mobile computing;  Personal computers, Students},
references={Armstrong, L., Berry, M., Lamshed, R., 'Blogs as electronic learning journals', e-jist (2004) E-Journal of Instructional Science and Technology, 7 (1); Fulwiler, T., (1987) The Journal Book, , Boynton/Cook, Portsmouth, NH.=; Joyce, M., (2000) 'Double Entry Journals and Learning Logs', , Wessex Grid for Learning; McGuinn, N., Hogarth, S., (2000) 'Learning Logs', The University of York Department of Educational Studies; Nillsen, R., 'Can the Love of Learning be Taught?' (2004) Journal of University Teaching Learning and Practice, JUTLP., 1 (1), pp. 1-9; Tacchi, J., Slater, D., Hearn, G., Ethnographic Action Research (2004), unescodelhi.nic.in/publications/ear.pdf; Tutty, J., White, B., Pascoe, R., 'Experiences from a wireless-enabled tablet classroom' (2005) Paper presented to Australasian Computing Education Conference, , Newcastle, Australia},
correspondence_address1={Berry, M.; School of Creative Media and Design, GPO Box 2476V, Melbourne VIC 3001, Australia; email: marsha.berry@rmit.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Parsons2006157,
author={Parsons, D. and Haden, P.},
title={Parson's programming puzzles: A fun and effective learning tool for first programming courses},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={157-163},
note={cited By 161; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869061679&partnerID=40&md5=1914ad5a652ed7573def1314adf8b860},
affiliation={School of Information Technology and Electrotechnology, Otago Polytechnic, Dunedin, New Zealand},
abstract={Mastery of basic syntactic and logical constructs is an essential part of learning to program. Unfortunately, practice exercises for programming basics can be very tedious, making it difficult to motivate students. In this paper we describe Parson's Programming Puzzles, an automated, interactive tool that provides practice with basic programming principles in an entertaining puzzle-like format. Careful design of the items in the puzzles allows the tutor to highlight particular topics and common programming errors. Since each puzzle solution is a complete sample of well-written code, use of the tool exposes students to good programming practice. This paper discusses the motivation of Parson's Programming Puzzles, and gives several examples. We describe the web-based authoring tool used to build the puzzles, and present our plans for future development. © 2006, Australian Computer Society, Inc.},
keywords={Interactive teaching tools;  Teaching introductory programming},
keywords={Authoring tool;  Effective learning;  Interactive tool;  Introductory programming;  Programming course;  Programming errors;  Programming principles;  Teaching tools, Teaching, Students},
references={Allen, R.K., Bluff, K., Oppenheim, A., Jumping into Java: Object-Oriented Software Development for the Masses (1998) Proceedings of the 3rd Australasian conference on Computer science education, 3, pp. 165-172. , Brisbane, Australia; Bergin, J., (2000) Why Procedural is the Wrong First Paradigm if OOP is the Goal, , http://csis.pace.edu/~bergin/papersAVhvnotprocedurarfirst.html, Accessed 14 Oct 2005; Booch, G., Rumbaugh, J., Jacobson, I., (1999) The Unified Modeling Language User Guide, , Reading, Massachusetts, Addison Wesley,; Decker, R., Hirshfield, S., The Top 10 Reasons Why Object-Oriented Programming Can't Be Taught in CS1 (1994) Proceedings of the twenty-fifth SIGCSE symposium on Computer science education, pp. 51-55. , Phoenix, Arizona, USA, ACM Press; Duke, R., Salzman, E., Burmeister, J., Poon, J., Murray, L., Teaching programming to beginners - choosing the language is just the first step (2000) Proceedings of the Australasian conference on Computing education, pp. 79-86. , Melbourne Australia; Fincher, S., What are we doing when we teach programming? (1999) Frontiers in Education '99, , 12a41-5. IEEE, November 1999; Grant, F., O'Brien, H., (2000) Maths Plus for New Zealand Schools, , St. Leonards, Australia, Horowitz Martin; Hill, J., Ray, C., Blair, J., Carver, C., Puzzles and games: addressing different learning styles in teaching operating systems concepts (2003) Proceedings of the 34th SIGCSE technical symposium on Computer science education, pp. 182-186. , Reno, Nevada, USA; Hu, M., Teaching Novices Programming with Core Language and Dynamic Visualisation (2004) Proceedings of the NACCQ 2004, pp. 95-104. , Christchurch, New Zealand; Kearsley, G., Sheniderman, B., (1999) Engagement Theory: A framework for technology-based teaching and learning; (2005), http://home.sprvnet.com/~gkearslev/engage.htm, Accessed 14 Oct; Norman, D.A., Spohrer, J.C., Learner-Centered Education (1996) Communications of the ACM, 39 (4), pp. 24-27; Olsen, A.L., Using pseudocode to teach problem solving (2005) Journal of Computing Sciences in Colleges, 21 (2), pp. 231-236; O'Neill, P.J., (1972) The Shape of Mathematics, , Wellington, New Zealand, Reed Education; Prensky, M., (2001) Digital Game-Based Learning, , McGraw-Hill; Stein, L.A., What we've swept under the rug: Radically rethinking CS1 (1998) Computer Science Education, 8 (2), pp. 118-129; Tabrizi, M., Collins, C., Ozan, E., Li, K., Implementation of Object-Orientation Using UML in Entry Level Software Development Courses (2004) Proceedings of the 5th conference on Information technology education, pp. 128-131. , Salt Lake City, UT, ACM Press},
correspondence_address1={Parsons, D.; School of Information Technology and Electrotechnology, , Dunedin, New Zealand; email: dale@tekotago.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Bancroft200619,
author={Bancroft, P. and Roe, P.},
title={Program annotations: Feedback for students learning to program},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={19-23},
note={cited By 5; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869058680&partnerID=40&md5=b85e281f98b49593162a7c4b0d6f338d},
affiliation={Faculty of IT, QUT, Brisbane, Australia},
abstract={This paper presents a novel program annotation mechanism which enables students to obtain feedback from tutors on their programs in a far simpler and more efficient way than is possible with, for example, email. A common scenario with beginning students is to email tutors with copies of their malfunctioning programs. Unfortunately the emailed program often bears little resemblance to the program the student has been trying to make work; often it is incomplete, a different version and corrupted. We propose an annotation mechanism enabling students to simply and easily annotate their programs with comments asking for help. Similarly our mechanism enables tutors to view students' programs and to reply to their comments in a simple and structured fashion. This means students can get frequent and timely feedback on their programs; tutors can provide such feedback efficiently, and hence students' learning is greatly improved. © 2006, Australian Computer Society, Inc.},
keywords={ELearning;  Feedback;  Introductory programming;  Program annotations;  Tutoring},
keywords={Introductory programming;  Program annotation;  Students learning;  Timely feedback;  Tutoring, E-learning;  Electronic mail;  Feedback, Students},
references={Adam, A., Laurent, J., LAURA, A System to Debug Student Programs (1980) Journal Artificial Intelligence, 15 (1), pp. 75-122. , November; Affleck, G., Smith, T., Identifying a need for web-based course support (1999) Paper presented at ASCILITE, , http://www.ascilite.org.au/conferences/brisbane99/papers/papers.htm, 1999, Brisbane, Australia; Anderson, J.R., Reiser, B.J., (1985) The Lisp Tutor, Byte Magazine, 10, pp. 159-175. , April; Astrachan, O., Concrete teaching: Hooks and props as instructional technology (1998) Paper presented at the Annual Joint Conference Integrating Technology into Computer Science Education, , Dublin City University, Ireland; Bancroft, P., Hynd, J., Reye, J., Dal Santo, F., (2003) Web-based assignment submission and electronic marking. In Proceedings of the HERDSA Annual Conference, , Christchurch, New Zealand. July; Ben-Ari, M., Constructivism in computer science education (2001) Journal of Computers in Mathematics & Science Teaching, 20 (1), pp. 24-73; Brusilovsky, P., Schwarz, E., Weber, G., ELM-ART: An intelligent tutoring system on World Wide Web (1996) Intelligent Tutoring Systems, pp. 261-269. , BerlinIn Frasson, C., Gauthier, G., & Lesgold, A. (Eds.) Springer Verlag; (2000), CourseMaster. (April 3, 2000). CourseMaster [Online]. School of Computer Science & IT, The University of Nottingham, UK.; Deek, F.P., McHugh, J.A., A survey and critical analysis of Tools for Learning Programming (1998) Computer Science Education, 8 (2), pp. 130-178. , (August 1998); du Boulay, B., Some difficulties of Learning to Program (1986) Journal Educational Computing Research, 2 (1), pp. 57-73; Emory, D., Tamassia, R., JERPA: A Distance-Learning Environment for Introductory Java Programming Courses (2002) Proceedings of the 33rd SIGCSE technical symposium on Computer science education, pp. 307-311. , February 27 - March 03, Cincinnati, Kentucky, ACM Press; Freund, S.N., Roberts, E.S., Thetis: An ANSI C Programming environment designed for introductory use (1996) The 27th SIGCSE Technical Symposium on Computer Science Education, pp. 300-304. , Philadelphia, Pennsylvania, USA, 15-17 February; Gegg-Harrison, T.S., ADAPT: Automated debugging in an adaptive Prolog tutor (1992) Proc. 2nd Int. Conf., ITS'92, 1992, pp. 343-350; Heaney, C., Daley, C., Mass Production of Individual Feedback (2004) Proceedimgs of the 9th annual SIGCSE conference on Innovation and technology in computer science education (ITiCSE2004, pp. 117-121. , Leeds, UK. June ACM Press; Murray, W.M., (1988) Automatic Program Debugging for Intelligent Tutoring Systems, , Morgan Kaufmann, Pitman, London; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Rogalski, J., Samurcay, R., (1993) Task Analysis and Cognitive Model as a Framework to Analyse Environments for Learning Programming in Cognitive Models and Intelligent Environments for Learning Programming, , Springer-Verlag publisher, Editors: Lemut, Enrica; Truong, N., Bancroft, P., Roe, P., Learning to Program through the Web (2005) The 10th Annual Conference on Innovation and Technology in Computer Science Education Universidade Nova de Lisboa, , Portugal, June 27-29, 2005 ACM Press},
correspondence_address1={Bancroft, P.; Faculty of IT, , Brisbane, Australia; email: p.bancroft@qut.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Mann2006143,
author={Mann, S. and Frew, Z.},
title={Similarity and originality in code: Plagiarism and normal variation in student assignments},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={143-150},
note={cited By 39; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869053726&partnerID=40&md5=08d844b66139823539fe6f076b2be50d},
affiliation={Department of Information Technology, Otago Polytechnic, Dunedin, New Zealand},
abstract={This paper examines the relationship between plagiarism and normal variation in student programming assignments. Reasons why code might be similar, both innocuous and suspicious are described. Free text searching and structural metrics are used to examine a set of programming assignments. These metrics are used as the basis for analysis of the variability in the student assignments and the processes used by the students. The boundary between normal practice and plagiarism is examined by "forced plagiarism". Finally we briefly examine student understanding of cheating and normal work processes. The investigation of similarity has provided some clarity to the ambiguous fine line of un/acceptable practice. © 2006, Australian Computer Society, Inc.},
keywords={Assessment;  Plagiarism;  Programming;  Similarity},
keywords={Assessment;  Free texts;  Plagiarism;  Programming assignments;  Similarity;  Structural metrics;  Student assignments;  Work process, Intellectual property;  Mathematical programming, Students},
references={Daly, C., Horgan, J., (2005) Patterns of plagiarism, Proceedings of the 36th SIGCSE technical symposium on Computer science education, pp. 383-387. , St. Louis, Missouri, USA; Dick, M., Sheard, J., Bareiss, C., Carter, J., Joyce, D., Harding, T., Laxer, C., Addressing student cheating: definitions and solutions (2003) SigCSE Bulleti, 35 (2), pp. 172-184; Culwin, F., Lancaster, T., A Review of Electronic Services for Plagiarism Detection in Student Submissions (2000) Proceedings of the First Annual Conference of the Learning and Teaching Support Network for Information and Computer Sciences, pp. 54-60; Joyce, D., Checking Originality and Preventing Plagiarism (2003) Proceedings of the 16th Annual Conference of the National Advisory Committee on Computing Qualifications NACCQ, pp. 303-306; Joyce, D., Plagiarism: meeting new challenges (2004) Proceedings of the 17th Annual Conference of the National Advisory Committee on Computing Qualifications NACCQ, p. 504; McDowell, L., Brown, S., (2005) Assessing students: cheating and plagiarism,, , http://www.english.ltsn.ac.uk/explore/resources/plagiarism/reference1.php, viewed June; Martin, B., Plagiarism: a misplaced emphasis (1994) Journal of Information Ethic, 3 (2), pp. 36-47; Prechelt, L., Malpohl, G., Philippsen, M., Finding Plagiarisms among a Set of Programs with JPlag (2002) Journal of Universal Computer Scienc, 8 (11), pp. 1016-1038; Schleimer, S., Wilkerson, D., Aiken, A., (2003) Winnowing: Local Algorithms for Document Fingerprinting, , Proceedings of the 2003 SIGMOD Conference, San Diego, CA},
correspondence_address1={Mann, S.; Department of Information Technology, , Dunedin, New Zealand; email: smann@tekotago.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Berglund200625,
author={Berglund, A. and Daniels, M. and Pears, A.},
title={Qualitative research projects in computing education research: An overview},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={25-33},
note={cited By 11; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869046405&partnerID=40&md5=9518cec8d218a1833a19bf1b576ac61e},
affiliation={Uppsala University, Department of Information Technology, P.O. Box 337, 751 05 Uppsala, Sweden},
abstract={Qualitative research approaches have much to offer computing education research (CER). Conducting studies which are theoretically anchored in pedagogy, as well as in computing, can help us to draw more solid and significant conclusions about how students learn computing. When studying teaching and learning situations it is important to take into explicit account what is meant by learning. We claim that this implies that research into student learning is strengthened by increased awareness of the role and relevance of qualitative research approaches in CER. With this aim in mind we identify the area of "pedagogically anchored qualitative research" and place it within the broader CER landscape. We also provide an overview of research methods and resulting studies, which we feel exemplify the value this type of study has for the CER community. © 2006, Australian Computer Society, Inc.},
keywords={Computing education;  Computing education research},
keywords={Computing education;  Qualitative research;  Student learning;  Teaching and learning, Students, Research},
references={Aharoni, D., Cogito, Ergo sum! Cognitive processes of students dealing with data structures (2000) Proceedings of the thirty-first SIGCSE technical symposium on Computer science education, pp. 26-30. , Austin, TX, USA; Almstrum, V., Investigating student difficulties with mathematical logic (1996) Teaching and Learning Formal Methods, , London, UK: Academic Press., In N. Dean, & M. Hinchey (eds.); Bales, R.F., Interaction Process Analysis (1951) A Method for the Study of Small Groups, , Cambridge, MA, USA: Addison-Wesley; Becher, T., (1989) Academic tribes and territories: Intellectual enquiry and the culture of disciplines, , Milton Keynes, UK: Open University Press; Ben-Ari, M., Constructivism in Computer Science Education (2001) Journal of Computers in Mathematics and Science Teaching, 20 (1), pp. 45-73; Ben-Ari, M., Situated Learning in Computer Science Education (2004) Computer Science Education, 14 (2), pp. 85-100; Ben-David, K.Y., Garneners and Cinema Tickets: High School Students' Preconceptions of Concurrency (2001) Computer Science Education, 11 (3), pp. 221-245; Ben-David, K.Y., Learning Concurrency as an Entry Point to the Community of CS Practitioners (2004) Journal of Computers in Mathematics and Science Teaching, 1 (23), pp. 21-46; Berglund, A., (2005) Learning computer systems in a distributed project course: The what, why, how and where, , Uppsala, Sweden: Acta Upsaliensis Universitatis; Björkman, C., Trojer, L., Computer Science and its Paradigmatic Basis-Broadening Understandings through Gender Research from Within (2002) Challenging Canon: The Gender Question in Computer Science, , In C. Björkman, Licentiate thesis. Blekinge Institute of Technology, Karlskrona, Sweden; Booth, S., (1992) Learning to program: A phenomenographic perspective, , Gothenburg, Sweden: Acta Universitatis Gothoburgensis; Booth, S., Berglund, A., Ben-Ari, M., Holmboe, C., What do we mean by theoretically sound research in computer science education? (2004) Panel at the Conference Integrating Technology into Computer Science Education (ITiCSE'04), pp. 230-231; Bruce, C., Buckingham, L., Hynd, J., McMahon, C., Roggenkamp, M., Stoodly, I., Ways of experiencing the act of learning to program: A phenomenographic study of introductory programming students at university (2004) Journal of Information Technology Education, 3, pp. 143-160; Carbone, A., Kaasbøll, J., A Survey of Methods Used to Evaluate Computer Science Teaching (1998) ACM SIGCSE Bulletin, 30 (3), pp. 41-45; Chew, S.C., Beaumont, C., Seah, C.P., Westhead, G., Supporting Globally Distributed PBL Teams Using A Rich ICT Environment: How Do Participants Use Different Mediation Tools? (2004) In the electronic proceedings of the Networked Learning Conference 2004, , http://www.shef.ac.uk/nlc2004/Proceedings/Individual_Papers/Cheng_et_al.htm, Lancaster, UK; Clancy, M., Stasko, J., Guzdial, M., Fincher, S., Dale, N., Models and Areas for CS Education Research (2001) Computer Science Education, 11 (4), pp. 323-341; Clear, T., Critical Enquiry on CS Education (2004) Computer Science Education Research, pp. 101-125. , In Fincher, S., & Petre, M. (Eds), London, UK: Taylor & Francis; Cohen, L., Manion, L., (1998), Research methods in education (4th ed.). London, UK: Routledge; Cope, C., (2000) Educationally critical aspects of the experience of learning about the concept of an information system, , PhD thesis. La Trobe University, Bundoora, Victoria, Australia; Crane, D., (1972) Invisible Colleges: Diffusion of knowledge in scientific communities, , Chicago, IL, USA: University of Chicago Press; Daniels, M., (1999) Runestone, an International Student Collaboration Project, , http://www.docs.uu.se/~matsd/NyIng.html, NyIng report No 11. Linköping, Sweden: Linköping University; Daniels, M., Petre, M., Berglund, A., Building a Rigorous Research Agenda into Changes to Teaching (1998) Proceedings ACM Australasian conference of Computer Science Education, , Brisbane, Australia; Denzin, K., Lincoln, Y.S., (1994), Handbook of Qualitative Research. Thousand Oaks, Ca, USA: SAGE ; Eckerdal, A., Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory (2005) Proceedings of the 10th annual SIGCSE ITiCSE conference on innovation and technology in computer science education, , Lisbon, Portugal; Engeström, Y., (1987) Learning by expanding. An activity-theoretical approach to developmental research, , Helsinki, Finland: Orienta-konsultit; Fleury, A.E., Programming in Java: studentconstructed rules (2000) Proceedings of the thirty-first SIGCSE technical symposium on Computer science education, pp. 197-201. , Austin, TX, USA; Fincher, S., Petre, M., (2004) Computer Science Education Research, , Routledge Falmer, January 2004; Flanders, N.A., (1965) Teacher Influence, Pupil Attitudes, and Achievement, , Cooperative Research Monograph No.12. U.S Department of Health, Education, and Welfare. Office of Education. Washington: U.S Goverment printing office; Gall, M.D., Borg, W.R., Gall, J.P., (1996) Educational research: An introduction, , White Plains, NY, USA: Longman Publishers; Greening, T., Paradigms for educational research in computer science (1996) Proceedings of second Australasian conference on Computer Science Education, , Melbourne, Australia; Greening, T., Students seen flocking in programming assignments (2000) Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education, pp. 93-96. , Helsinki, Finland; Hajderrouit, S., A constructivist framework for integrating the Java paradigm into undergraduate curriculum (1998) SIGCSE Bulletin, 30 (3), pp. 105-107; Holland, D., Reeves, J.R., Activity theory and the view from somewhere: Team perspectives on the intellectual work of programming (1996) Context and consciousness: Activity theory and humancomputer interaction, pp. 257-281. , In A. Nardi (Ed.) Cambridge, MA, USA: MIT Press; Holmboe, C., (2000) A framework for knowledge: Analysing high school students' understanding of data modelling, , Paper presented at 12th Annual Workshop of Psychology of Programmers Interest Group (PPIG), Corigliano Calabro, Cosenza, Italy; Holmboe, C., McIver, L., George, C., (2001) Research Agenda for Computer Science Education, pp. 207-223. , In Kadoda, G., Proceeding of the 13th annual workshop of the Psychology of Programming Interest Group; Kinnunen, P., Malmi, L., (2004) Do Students Work Efficiently in a Group?-Problem-Based Learning Groups in Basic Programming Course, pp. 57-66. , In A. Korhonen & L. Malmi (Eds.) Kolin kolistelut-Koli Calling 2004. Proceedings of the Fourth Finnish/Baltic Sea Conference of Computer Science Education, Helsinki University of Technology, Helsinki, Finland; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , New Jersey: Cambridge University Press; Levy, D., Lapidot, T., (2000) Recursively speaking: analyzing students' discourse of recursive phenomena, pp. 315-319. , Proceedings of the thirty-first SIGCSE technical symposium on Computer science education, Austin, TX, USA; Marton, F., Booth, S., (1997) Learning and Awareness, , Mahwah, NJ, USA: Lawrence Erlbaum Associates; McIver, L., (2000) The Effect of Programming Language on Error Rates of Novice Programmers, , Paper presented at 12th Annual Workshop of Psychology of Programmers Interest Group (PPIG), Corigliano Calabro, Cosenza, Italy; Meisalo, V., Sutinen, E., Torvinen, S., (2003) Choosing Appropriate Methods for Evaluating and Improving the Learning Process in Distance Programming Courses, , In the proceedings of IEEE Frontiers in Education, Denver, CO, USA; Mester, A., Krumm, H., Animation of Protocols and Distributed Algorithms (2000) Computer Science Education, 10 (3), pp. 243-266; Nwana, H., The computer science education crisis: fact or illusion? (1997) Interacting with Computers, 9 (1), pp. 27-45; Pears, A., Erickson, C., (2003) Enriching On-line Learning Resources with Explanograms, pp. 261-266. , In Proceedings of the 1st international symposium on information and communication technologies, Dublin, Ireland; Pears, A., Daniels, M., Berglund, A., (2002) Describing Computer Science Education Research: An Academic Process View, , SCS 2002 Western Multiconference, San Antonio, USA; Petre, M., Fincher, S., Tenenberg, J., (2003) My criterion is: Is it a Boolean?": A cardsort elicitation of students' knowledge of programming constructs, , Technical Report, University of Kent at Canterbury, U.K; Ramsden, P., (1992) Learning to Teach in Higher Education, , London, U.K.: Routledge; Robin, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Säljö, R., (2000) Lärande i praktiken: Ett sociokulturellt perspektiv, , [Learning in practice: A socio-cultural perspective] (in Swedish). Stockholm, Sweden: Prisma; Torvinen, S., (2002) An overview of Virtual Approbatur, pp. 83-85. , Proceedings of the Second Annual Finnish/Baltic Sea Conference on Computer Science Education, University of Joensuu, Report A-2002-7, Koli, Finland; Stein, L.A., Challenging the Computational Metaphor: Implications for How We Think (1999) Cybernetics and Systems, 30 (6), pp. 1-35; Valentine, D., (2004) CS Education Research: A Meta-Analysis of SIGCSE Technical Symposium Proceedings, , In Proceedings of the thirty-fifth SIGCSE technical symposium on Computer science education, Norfolk, Va, USA; von Glasersfeld, E., (1985) Radical Constructivism: A Way of Knowing and Learning, , London, UK: Falmer; Vygotsky, L., (1986) Thought and Language, , (A. Kozulin, translation.). Cambridge, MA, USA: MIT Press.; Wiedenbeck, S., (2005) Factors Affecting the Success of Non-Majors in Learning to Program, , In the Proceedings of the First International Computing Education Research Workshop (ICER), Seattle, WA, USA; Wu, C.-C., (1993) Conceptual models and individual cognitive learning styles in teaching recursion to novices, , PhD thesis, University of Texas at Austin, Austin, TX, USA},
correspondence_address1={Berglund, A.; Uppsala University, P.O. Box 337, 751 05 Uppsala, Sweden; email: Anders.Berglund@it.uu.se},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Robins2006165,
author={Robins, A. and Haden, P. and Garner, S.},
title={Problem distributions in a CS1 course},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={165-173},
note={cited By 27; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869025354&partnerID=40&md5=e1606737b1e5150b2eefdbe85cb661f9},
affiliation={Computer Science Department, The University of Otago, Dunedin, New Zealand; School of Information Technology, Otago Polytechnic, Dunedin, New Zealand},
abstract={In this paper we describe an ongoing study of novice programmers in an introductory programming course. Building on previously published results from the study we explore the distributions of different kinds of language related (rather than general or design related) problems over the sequence of laboratory exercises in the course. Data collected from student cohorts in 2003 and 2004 are compared, and the consistency of the effects observed gives us considerably confidence in the reliability and validity of the mechanisms of the study. While great care must be taken in the interpretation of the problem distributions, we suggest that they are useful for diagnosing aspects of course design and delivery, and that they may contribute to our general understanding of the process of teaching and learning a first programming language. © 2006, Australian Computer Society, Inc.},
keywords={Learning novice programming errors CS1},
keywords={Course design;  Introductory programming course;  Laboratory exercise;  Novice programmer;  Novice programming;  Reliability and validity;  Teaching and learning, Problem oriented languages, Curricula},
references={Garner, S., Haden, P., Robins, A., My program is correct but it doesn't run: a preliminary investigation of novice programmers' problems (2005) Proceedings of the Seventh Australasian Computing Education Conference (ACE2005) CRPIT 42, pp. 173-180. , Newcastle, Australia: ACS; Gilmore, D.J., Methodological issues in the study of programming (1990) Psychology of Programming, pp. 83-98. , In Hoc J. M., Green T. R. G., Samurçay R. and Gillmore D. J. (Eds.): London, Academic Press; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Sheil, B.A., The psychological study of programming (1981) Computing Survey, 13, pp. 101-120; Spohrer, J.C., Soloway, E., Novice mistakes: Are the folk wisdoms correct? (1989) Studying the Novice Programmer, pp. 401-416. , In Soloway E. and Spohrer J. C. (Eds.) Hillsdale NJ, Lawrence Erlbaum; Winslow, L.E., Programming pedagogy -- A psychological overview (1996) SIGCSE Bulleti, 28 (3), pp. 17-22},
correspondence_address1={Robins, A.; Computer Science Department, , Dunedin, New Zealand; email: anthony@cs.otago.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Fincher20067,
author={Fincher, S. and Lister, R. and Pears, A. and Sheard, J. and Tenenberg, J. and Young, A.},
title={Multi-institutional teaching communities in computer education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={7-10},
note={cited By 0; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869015675&partnerID=40&md5=a45208b3821143c6286713669a456b88},
affiliation={Computing Laboratory, University of Kent, United Kingdom; Faculty of Information Technology, University of Technology, Sydney, Australia; Dept of Information Technology, Uppsala University, Sweden; School of Computer Science and Software Engineering, Monash University, Australia; Computing and Software Systems, Institute of Technology, University of Washington, United States; Computing and Information Technology Unitec, Auckland, New Zealand},
references={ACEC: The Australasian Computing Education Community website (2005), http://cerg.csse.monash.edu.au/acec/, Accessed August; CeTUSS: The Centrum för Teknik Utbildning i Studenternas Sammanhang (2005), http://www.cetuss.se/, Accessed August; Creating a Disciplinary Commons in Computer Science through the use of Course Portfolios (2005), http://depts.washington.edu/comgrnd/, Accessed August; (2005) Disciplinary Commons, , http://www.cs.kent.ac.uk/people/staff/saf/dc/index.html, Creating a in Computing Education. Accessed August; CSDN: Computer Science Discipline Network http://www.cs.kent.ac.uk/national/CSDN/, Accessed August 2005; Hurst, J., Lynch, J., Collins, F., Markham, S., Teaching ICT: Higher Education Division (2001), Department of Education, Training and Youth Affairs; Hutchings, P., (1998) The course portfolio: How faculty can examine their teaching to advance practice and student learning, , (Ed.). Washington, DC: American Association for Higher Education; Lister, R., (2001) SRITEC 2001: Sydney Region IT Education Conventicle, , http://wwwstaff.it.uts.edu.au/~raymond/sritec2001/, Accessed August 2005; Lister, R., A Clandestine Religious Meeting (2004) The SIGCSE Bulletin, 36 (4), pp. 17-18. , December; Lynch, J., Sheard, J., Carbone, A., Collins, F., The scholarship of teaching: Risky business in ICT education (2002) Proc. Australian Association of Reseach in Education (AARE 2002), , Brisbane,Australia; NACCQ: The National Advisory Committee on Computing Qualifications (2005), http://www.naccq.ac.nz/, Accessed August; Sheard, J., Carbone, A., From Informal to Formal: Creating the Australasian Computing Education Community (2004) Proceedings of the 6th Australasian Computing Education conference (ACE 2004), pp. 291-298. , Dunedin, New Zealand; SIGCSE: The ACM Special Interest Group on Computer Science Education (2005), http://www.sigcse.org/, Accessed August},
correspondence_address1={Fincher, S.; Computing Laboratory, United Kingdom; email: S.A.Fincher@kent.ac.uk},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Clark200591,
author={Clark, N. and Davies, P. and Skeers, R.},
title={Self and peer assessment in software engineering projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={91-100},
note={cited By 35; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873518469&partnerID=40&md5=52aed8dcc0f6f41b9456ff7b6217dd20},
affiliation={School of Computing, University of Tasmania, GPO Box 252-100, TAS, 7001, Australia},
abstract={Team software engineering projects can enhance student learning and commitment, but it is challenging to determine a method of assessment that assesses the intended learning outcomes; particularly when assessing teamwork and an individual's contribution to the team's work. The students themselves are often the best source of meaningful data, and self and peer assessment is a valuable part of the whole assessment scheme. To ensure the integrity of the final grade it is necessary to use a variety of tools and to check the correlation between data from different sources. To increase the learning opportunities it is useful to repeat some assessment tasks during the course. However, this can be time-consuming for the lecturer to collate and analyse, and providing timely feedback to the students is difficult. Web-based peer assessment offers an opportunity to provide quality, timely feedback in a way that is manageable by the lecturer.},
keywords={Education;  Peer assessment;  Software engineering},
keywords={Assessment scheme;  Assessment tasks;  Learning opportunity;  Learning outcome;  Peer assessment;  Software engineering projects;  Student learning;  Timely feedback, Education;  Software engineering;  Teaching, Students},
references={Biggs, J., (1999) Teaching for Quality Learning at University, , Buckingham, England, Society for Research into Higher Education and Open University; Box, I., Object-Oriented Analysis, Criterion-Referencing and Bloom (2004) Proceedings of the sixth Australasian Conference on Computing Education, 30, pp. 1-8. , Dunedin, NZ; Brown, J., Dobbie, G., Supporting and Evaluating Team Dynamics in group projects (1999) Proceedings of the 30th SIGCSE Technical Symposium on Computer Science education, 31 (1), pp. 281-285. , New Orleans, Lousiana; Brown, R., Autorating: Getting Individual Marks from Team Marks and Enhancing Teamwork (1995) Proceedings of Frontiers in Education Conference; Carrington, D., Time Monitoring for Students (1998) Proceedings of Frontiers in Education Conference, pp. 8-13. , Tempe, Arizona; Clark, N., Software Engineering Projects: Working in Teams (2002) Proceedings of the sixth IASTED International Conference: Software Engineering and Applications, pp. 698-703. , Cambridge USA; Clark, N., Evaluating student teams developing unique industry projects (2005) Proceedings of the seventh Australasian Conference on Computing Education, , Newcastle, Australia; Clear, T., A Diagnostic Technique for Addressing Group Performance in Capstone Projects (2002) Proceedings of Annual Joint Conference Integrating Technology into Computer Science Education, p. 196. , Aarhus, Denmark; Fisher, R., Academic Workloads and Assessment. Retrieved 29 July 2004 from (1999), http://www.tedi.uq.edu.au/conferences/teach_conference99/papers/fisher.html; Gates, A.Q., Delgado, N., Mondragon, O., A Structured Approach for Managing a Practical Software Engineering Course (2000) ASEE/IEEE Frontiers in Education Conference, 1, pp. 21-26. , October, Kansas City; Hagan, D., Employer Satisfaction with ICT graduates (2004) Proceedings of the sixth Australasian Conference on Computing Education, 30, pp. 119-124. , NZ; Hayes, J.H., Lethbridge, T.C., Port, D., Evaluating Individual Contribution Toward Group Software Engineering Projects (2003) Proceedings of International Conference on Software Engineering, pp. 622-627. , Portland, Oregon; Humphrey, W., (1997) Introduction to the Personal Software Process, , Addison-Wesley; Kaufmann, D.B., Felder, R.M., Fuller, H., Accounting for individual effort in cooperative learning teams (2000) Journal of Engineering Education, 89 (2), pp. 133-140; Layton, R.A., Ohland, M.W., Peer Ratings Revisited: Focus on Teamwork, Not Ability (2001) Proceedings of American Society for Engineering Education Annual Conference, , Albuquerque; Lister, R., Leaney, J., Introductory programming, criterion-referencing, and Bloom (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, 20, pp. 143-147. , Nevada; Mcgourty, J., Dominick, P., Reilly, R., Incorporating Student Peer Review and Feedback into the Assessment Process (1998) Proceedings of Frontiers in Education Conference, pp. 14-18. , Tempe, Arizona; Mcgourty, J., Dominick, P., Besterfieldsacre, M., Shuman, L., Wolfe, H., Improving Student Learning through the use of Multisource Assessment and Feedback (2000) ASEE/IEEE Frontiers in Education Conference, 1, pp. 21-26. , Kansas City; Ohland, M.W., Layton, R.A., Comparing the Reliability of Two Peer Evaluation Instruments (2000) Proceedings of American Society for Engineering Education Annual Conference, , St Louis; Sanders, D., Managing and Evaluating Students in a Directed Project Course (1984) SIGCSE Bulletin, 16 (1), pp. 15-18; Wilkins, D.E., Lawhead, P.B., Evaluating Individuals in Team Projects (2000) Proceedings of the 31st SIGCSE Technical Symposium on Computer Science Education, pp. 172-175. , Austin, Texas},
correspondence_address1={Clark, N.; School of Computing, GPO Box 252-100, TAS, 7001, Australia; email: nclark@utas.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Lister2005155,
author={Lister, R.},
title={One Small Step Toward a Culture of Peer Review and Multi- Institutional Sharing of Educational Resources: A Multiple Choice Exam for First Semester Programming Students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={155-164},
note={cited By 16; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873513980&partnerID=40&md5=c2338b03777514c47858c5b82fb0b146},
affiliation={Faculty of Information Technology, University of Technology, Sydney PO Box 123, Broadway, NSW 2007, Australia},
abstract={This paper presents a multiple choice question exam, used to test students completing their first semester of programming. Assumptions in the design of the exam are identified. A detailed analysis is performed on how students performed on the questions. The intent behind this exercise is to begin a community process of identifying the criteria that define an effective multiplechoice exam for testing novice programmers. The long term aim is to develop consensus on peer review criteria of such exams. This consensus is seen as a necessary precondition for any future public domain library of such multiple-choice questions. © 2005, Australian Computer Society, Inc.},
keywords={CS1;  Digital library;  Introductory programming;  Java;  Multiple-choice question;  Peer review},
keywords={CS1;  Introductory programming;  Java;  Multiple-choice questions;  Peer review, Digital libraries;  Java programming language, Students},
references={Bell, J., Schauder, D., The WEBWORKFORCE - a learning repository to support educators, trainers, and Information Technology courses (2003) Fifth Australasian Computing Education Conference (ACE2003), pp. 239-245. , Adelaide, Australia; Ebel, R., Frisbie, D., (1986) Essentials of Educational Measurement, , Prentice Hall, Englewood Cliffs, NJ. Fincher, S., (Nov. 1999): What are We Doing When We Teach Programming? Frontiers in Education '99, IEEE Press, 12a4-1 to 12a4-5; Grissom, S., Knox, D., Copperman, E., Dann, W., Goldweber, M., Hartman, J., Kuittinen, M., Parlante, N., Developing a digital library of computer science teaching resources (1998) SIGCSE Bulletin, 30 (4), pp. 5-17; Joyce, D., Knox, D., Gerhardt-Powals, J., Koffman, E., Kreuzer, W., Cary Laxer, C., Loose, K., Whitehurst, R.A., Developing laboratories for the SIGCSE Computing Laboratory Repository: guidelines, recommendations, and sample labs (1997) The supplemental proceedings of the conference on Integrating technology into computer science education, pp. 1-12. , Uppsala, Sweden; Knox, D., Fincher, S., Dale, N., Adams, E., Goelman, D., Hightower, J., Loose, K., Springsteel, F., The Peer Review Process of Teaching Materials (1999) SIGCSE Bulletin, 31 (4), pp. 87-100; Lefrancois, G., (1999), Psychology for Teaching, Wadsworth/Thomson Learning. 10th edition. Linn, R. and Gronlund, N. (1995): Measurement and Assessment in Teaching. Prentice Hall, Upper Saddle River, NJ; Lister, R., Leaney, J., First Year Programming: Let All the Flowers Bloom (2003) Fifth Australasian Computing Education Conference (ACE2003), pp. 221-229. , Adelaide, Australia; Lister, R., Teaching Java First: Experiments with a Pigs-Early Pedagogy (2004) Sixth Australasian Computing Education Conference (ACE2004), pp. 177-183. , Conferences in Research and Practice in Information Technology. Dunedin, New Zealand; Lister, R., Adams, E., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) To appear, SIGCSE Bulletin, 36 (4); McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi- Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140},
correspondence_address1={Lister, R.; Faculty of Information Technology, Sydney PO Box 123, Broadway, NSW 2007, Australia; email: raymond@it.uts.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Woodford2005109,
author={Woodford, K. and Bancroft, P.},
title={Multiple Choice Questions Not Considered Harmful},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={109-116},
note={cited By 29; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873513248&partnerID=40&md5=30448e1fb28d57e4281d565586ab817b},
affiliation={School of Software Engineering and Data Communications, Queensland University of Technology, George Street, Brisbane QLD 4000, Australia},
abstract={Increasingly, academics are confronted with issues associated with assessment in large classes, arising from a combination of factors including higher student enrolments and the introduction of a trimester of study in many universities. The resulting increased time pressures on marking are causing many academics to search for alternative forms of assessment. University teachers are making more frequent use of multiple choice questions as a matter of expediency and in some cases, the quality of the assessment is being neglected. This describes the current situation in Information Technology. The aim of this paper is to provide practical guidelines in the form of a checklist for lecturers who wish to write tests containing multiple choice questions. Some of the points raised may be considered common knowledge for those teachers with a background in Education, however not all Information Technology lecturers would fall into this category. While the intended users of the checklist are Information Technology lecturers who, in general, are unlikely to be familiar with many of the matters discussed, teachers in other disciplines may find it a useful reference. In addition to the checklist, this paper also discusses the major criticism of multiple choice questions (that they do not test anything more than just straight recall of facts) and examines ways of overcoming this misconception. © 2005, Australian Computer Society, Inc.},
keywords={Assessment;  Bloom;  Large class assessment;  Multiple choice questions},
keywords={Assessment;  Bloom;  Common knowledge;  Current situation;  Large class assessment;  Multiple choice questions;  Practical guidelines;  Student enrolment;  Time pressures, Information technology, Education},
references={Bloom, B.S., (1956) Taxonomy of educational objectives. Handbook 1. The cognitive domain, , New York, David McKay; Bruno, J., Dirkzwager, A., Determining The Optimal Number Of Alternatives To A Multiple- Choice Test Item: An Information Theoretic Perspective (1995) Educational and psychological measure, 55 (6), pp. 959-966; Carter, J., Ala-Mutka, K., Fuller, U., Dick, M., English, J., Fone, W., Sheard, J., How Shall We Assess This? (2003) ACM SIGCSE Bulletin, Working group reports from ITiCSE on Innovation and technology in computer science education, 35 (4), pp. 107-123; Cizek, G., O'Day, D., Further investigation of nonfunctioning options in multiple-choice test items (1994) Educational & Psychological Measurement, 54 (4), pp. 861-872; Geiger, M., Simons, K., Intertopical sequencing of multiple-choice questions: Effect on exam performance and testing time (1994) Journal of Education for Business, 70 (2), pp. 87-90; Haladyna, T., Downing, S., How many options is enough for a multiple choice test item? (1993) Educational & Psychological Measurement journal, 53 (4), pp. 999-1010; Hansen, J., Dexter, L., Quality multiple-choice test questions: item-writing guidelines and an analysis of auditing testbanks (1997) Journal of Education for Business, 73 (2), pp. 94-97; Isaacs, G., (1994), HERDSA Green Guide No 16. Multiple Choice Testing. Campletown Australia, HERDSA; Knowles, S., Welch, C., A meta-analytic review of item discrimination and difficulty in multiple-choice items using "None of the Above" (1992) Educational and psychological measurement, 52 (3), pp. 571-577; Kolstad, R.K., Briggs, L., Multiple choice rules prevent the selection of wrong options in examinations (1990) Education, 110 (3), pp. 360-363; Kolstad, R.K., Goaz, P., Kolstad, R.A., Nonrestricted multiple-choice examination items (1982) Journal of Dental Education, 46 (8), pp. 485-488; Kolstad, R.K., Kolstad, R.A., Applications of conventional and non-restrictive multiple-choice examination items (1994) Clearing House, 67 (6), pp. 317-319; Lister, R., On Blooming First Year Programming, and its Blooming Assessment (2000) Proceedings of the Fourth Australasian Computing Education Conference, pp. 158-162. , Melbourne, Australia, ACM Press; Lister, R., Objectives and objective assessment in CS1 (2001) ACM SIGCSE Bulletin, ACM Special Interest Group on Computer Science Education, 33 (1), pp. 292-296; Rhodes, A., Bower, K., Bancroft, P., Managing Large Class Assessment (2004) Proceedings of the sixth conference on Australian computing education, 30, pp. 285-289. , Dunedin, New Zealand, Australian Computer Society, Inc; Sidick, J., Barrett, G., Three-alternative multiple choice tests: An attractive option (1994) Personnel Psychology, 47 (4), pp. 829-835; Wilson, T., Coyle, L., Improving multiplechoice questioning: Preparing students for standardized tests (1991) Clearing House, 64 (6), pp. 422-424},
correspondence_address1={Woodford, K.; School of Software Engineering and Data Communications, George Street, Brisbane QLD 4000, Australia; email: k.woodford@qut.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rountree2005145,
author={Rountree, J. and Rountree, N. and Robins, A. and Hannah, R.},
title={Observations of student competency in a CS1 course},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={145-149},
note={cited By 5; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873497888&partnerID=40&md5=b09054c3686044c9c979807aae153dfd},
affiliation={Department of Computer Science, University of Otago, P.O. Box 56, Dunedin, New Zealand; Department of Classics, University of Otago, P.O. Box 56, Dunedin, New Zealand},
abstract={Two issues of related interest are investigated in this paper. The first issue is associated with the statement that "Learning to program is a key objective in most introductory computing courses, yet many computing educators have voiced concern over whether their students are learning the necessary programming skills in those courses" (McCracken et al. 2001). The second issue considers which task CS1 students find more difficult: code generation or code comprehension. To investigate this, we analysed our CS1 course results in terms of laboratory exercises, comprehension, generation, factual/conceptual, and multiple-choice exam questions. Contrary to our initial expectations, the code comprehension and generation skills of our students appear to be tracking each other. © 2005, Australian Computer Society, Inc.},
keywords={CS1 assessment generation comprehension},
keywords={Code comprehension;  Code Generation;  CS1 assessment generation comprehension;  Exam questions;  Introductory computing course;  Key objective;  Laboratory exercise;  Programming skills, Students},
references={Corritore, C.L., Wiedenbeck, S., What do novices learn during program comprehension? (1991) International Journal of Human-Computer Interaction, 3 (2), pp. 199-222; Corritore, C.L., Wiedenbeck, S., Direction and scope of comprehension by procedural and object-oriented programmers: an empirical study (2000) IEEE 8th International Workshop on Program Comprehension (IWPC 2000), pp. 139-148; Crawford, K., Fekete, A., What do exam results really measure? (1997) Proceedings of the 2nd Australasian Conference on Computer Science Education, pp. 185-190; Koenemann, J., Robertson, S.P., Expert problem solving strategies for program comprehension (1991) Proceedings of the SIGCHI conference on Human factors in computing systems, pp. 125-130. , ACM Press; Lister, R., On blooming first year programming, and its blooming assessment (2000) Proceedings of the Australasian Conference on Computing Education, pp. 158-162. , ACM Press; Lister, R., Objectives and objective assessment in cs1 (2001) Proceedings of the 32nd SIGCSE Technical Symposium, pp. 292-296; MacQueen, J., Some methods for classification and analysis of multivariate observations (1967) Proceedings of the Fifth Berkeley Symposium on Mathematical Statistics and Probability, 1, pp. 281-297. , L. L. Cam & J. Neyman, eds; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) SIGCSE Bulletin, 33 (4), pp. 125-180; Ramalingam, V., Wiedenbeck, S., An empirical study of novice program comprehension in the imperative and object-oriented styles (1997) Papers Presented at the Seventh Workshop on Empirical Studies of Programmers, pp. 124-139. , ACM Press; Spinellis, D., Reading, writing, and code (2003) ACM Queue, 1 (7), pp. 84-89; Winslow, L., Programming pedagogy- a psychological overview (1996) SIGCSE Bulletin, 28 (3), pp. 17-22},
correspondence_address1={Rountree, J.; Department of Computer Science, P.O. Box 56, Dunedin, New Zealand; email: rountree@cs.otago.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Johnson2005249,
author={Johnson, C.W. and Barnes, I.},
title={Redesigning the Intermediate Course in Software Design},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={249-258},
note={cited By 0; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873494958&partnerID=40&md5=5b5522b0dd394941f741b7406a73552a},
affiliation={Department of Computer Science, Institute of Engineering and Information Sciences, The Australian National University, Canberra, ACT 0200, Australia},
abstract={Learning to design software ahead of directly constructing it is a significant hurdle in a Software Engineering education. Our University has run a course in software design for second-year undergraduate students since 1994. We describe the evaluation and improvement of the course as it evolved from 2000 to 2003, from a focus on reverse engineering to forward design, to add design patterns and associated programming tasks, then has redefined its objectives and re-aligned the assessment tasks with them. We evaluated the course in four ways: by the distribution of final grades, subjective evidence on the quality of answers in the final examination, student satisfaction surveys, and comparison of students' final grades with other computing courses taken at the same time. The attempt to improve the course by introducing homework tasks on design patterns did not improve the outcomes. But re-aligning the assessment with the objectives, and introducing a component on requirements specification, improved on most measures. © 2005, Australian Computer Society, Inc.},
keywords={Alignment of assessment with objectives;  Course evaluation;  Design patterns;  Software design;  Software engineering education},
keywords={Assessment tasks;  Computing course;  Course evaluations;  Design Patterns;  Design softwares;  Evaluation and improvement;  Forward designs;  Programming tasks;  Requirements specifications;  Student satisfaction;  Undergraduate students, Curricula;  Engineering education;  Quality control;  Reverse engineering;  Software design;  Software engineering, Students},
references={Adams, E.J., A project-intensive software design course (1993) ACM SIGCSE Bulletin, (1). , Proceedings of the 24th SIGCSE technical symposium on Computer science education; Bentley, J., Programming Pearls, 2nd edn, Addison-Wesley (2000), ISBN 0-201-65788-0; Braude, E., Software Engineering: an objectoriented perspective (2001) Wile, , ISBN 0-471-32208-3; Braude, E., Software Design: from programming to architecture, international edn, Wiley (2004), ISBN 0-471-42920-1; Budgen, D., (1994), Software Design, Addison-Wesley; Campbell, S., Colbeck, C.L., Teaching and assessing engineering design: A review of the research, in ASEE Annual Conference Proceedings (1998) American Society for Engineering Education check; Clancy, M.J., Linn, M.C., Patterns and pedagogy (1999), 31 (1). , ACM SIGCSE Bulletin. The proceedings of the 30th SIGCSE technical symposium on Computer science education; Devlin, K., Viewpoint: the real reason why software engineers need math (2001) Communications of the ACM, 44, pp. 21-22; Dijkstra, E.W., The humble programmer (1972) Communications of ACM, 15 (10), pp. 859-66; Flint, S., Gardner, H., Boughton, C., Executable/Translatable UML in computing education (2004), 26 (5), pp. 69-75. , Australasian Computer Science Communications, Australian Computer Society; Freeman, P., (1976), Realism, style, and design: Packing it into a constrained course, in The papers of the ACM SIGCSE-SIGCUE technical symposium on Computer science and education'; Gamma, E., Helm, R., Johnson, R., Vlissides, J., Design Patterns: elements of reusable object-oriented software (1995) Addison-Wesley; Jezequel, J.-M., Train, M., Mingins, C., (2000), Design Patterns and Contracts, Addison-Wesley. Joint Task Force on Computing Curricula: IEEE Computer Society, Association for Computing Machinery Computing Curricula 2001 Computer Science, Technical report, IEEE Computer Society and Association for Computing Machinery; Keirsey, D., Please Understand Me II: Temperament, Character, Intelligence, Prometheus Nemesis Books (1998), ISBN: 1885705026; Meyer, B., Object-Oriented Software Construction (1997), 2nd edn, Prentice-Hall. ISBN 0-13-629155-4; Molinari, B.P., Unit description for Computer Science COMP2038 Design of program systems. version 1.6 Australian National University Department of Computer Science unit database (1994), 1st series; Myers, I.B., Myers, P.B., Gifts Diering: Understanding Personality Type (1980) Davies-Black Publishing, , ISBN 0-89106-074-X; Parnas, D.L., Clements, P.C., A rational design process: how and why to fake it (1986) IEEE Transactions on Software Engineering, 12 (2), pp. 251-257. , SE; Shalloway, A., Trott, J., Design Pattern Explained: A New Perspective on Object-Oriented Design (2002) Addison Wesley; Shneiderman, B., Leonardo's Laptop: Human Needs and the New Computing Technologies (2002), MIT Press. ISBN 0-262-19476-7; Smith, K.A., Waller, A.A., (1997), Afterword: New paradigms for engineering education, in W. E. Campbell & K. A. Smith, eds, New paradigms for college teaching', Interaction Book Company, Edina, Minnesota, USA},
correspondence_address1={Johnson, C.W.; Department of Computer Science, , Canberra, ACT 0200, Australia; email: cwj@cs.anu.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Clear200551,
author={Clear, T. and Kassabova, D.},
title={Motivational Patterns in Virtual Team Collaboration},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={51-58},
note={cited By 21; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873485939&partnerID=40&md5=6638f24c49e44b8aeb7925fa9ab4e931},
affiliation={School of Computer and Information Sciences, Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand},
abstract={This paper reviews experiences from a research project into international collaborative learning, involving trials between virtual teams of students at Auckland University of Technology (AUT) and Uppsala University (UU) in Sweden. In this research-linked model of teaching, several issues have arisen, associated with motivating students to participate in a research project as an integral element of their learning. The literature on student motivation is briefly reviewed and related to observed student motivation over a two-year period of collaborative trials. Identifiable patterns of behaviour have emerged, for which some underlying causes can be discerned. While findings at this stage can be considered tentative in this complex environment, nonetheless we believe some light is shed on the process of motivation for such a model of learning. The paper concludes by outlining our proposed modifications to enhance student motivation in forthcoming collaborative trials. © 2005, Australian Computer Society, Inc.},
keywords={Collaborative Learning;  Computer Science Education Research;  Extrinsic Motivation;  Global Virtual Teams;  Groupware;  Intrinsic Motivation;  Virtual Teams},
keywords={Collaborative learning;  Computer science education research;  Extrinsic motivation;  Global virtual teams;  Intrinsic motivation;  Virtual team, Education computing;  Groupware;  Management;  Motivation;  Research, Students},
references={Arrow, H., Poole, M., Henry, K., Wheelan, S., Morel, R., Time Change and Development - The Temporal Perspective on Groups (2004) Small Group Research, 35, pp. 73-105; Boud, D., (1985), pp. 13-18. , Problem Based Learning in Perspective, In Problem Based Learning in Education for the Professions (Ed, Boud, D.) Higher Education Research Society Of Australia, Sydney; Clear, T., Daniels, M., (2000), 1, pp. 18-23. , Using Groupware For International Collaborative Learning, In The 30th American Society for Engineering Education/Institute of Electrical and Electronics Engineers Frontiers in Education Conference Batchman, T.) IEEE, Kansas, Missouri; Corder, M., Horsburgh, M., Melrose, M., Quality Monitoring, Innovation and Transformative Learning (1999) Journal of Further & Higher Learning, p. 23; DeSanctis, G., Gallupe, B., A Foundation for the Study of Group Decision Support Systems (1987) Management Science, 33, pp. 589-609; DeSanctis, G., Poole, M., Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory (1994) Organization Science, 5, pp. 121-147; Herrington, J., Oliver, R., Reeves, T., (2002), 1, pp. 279-286. , Patterns of Engagement in Authentic Online Learning Environments, In 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), (Eds, Williamson, A., Gunn, C., Young, A. and Clear, T.) UNITEC Institute of Technology, Auckland, New Zealand, Auckland; Jarvenpaa, S., Leidner, D., Communication and Trust in Global Virtual Teams (1998) Journal of Computer Mediated Communication, p. 3; Leidner, D., Jarvenpaa, S., The Use of Information Technology to Enhance Management School Education: A Theoretical View (1995) MIS Quarterly; Marks, M., Mathieu, J., Zaccaro, S., A Temporally Based Framework and Taxonomy of Team Processes (2001) Academy of Management Review, 26, pp. 356-376; McGrath, J., (1984), Groups, interaction and performance, Prentice Hall, Englewood Cliffs, New Jersey; McGrath, J., Time Interaction and Performance (TIP): a theory of groups (1991) Small Group Research, 22, pp. 147-174; McKay, J., Marshall, P., The dual Imperatives of action research (2001) Information Technology and People, 14, pp. 46-59; Mennecke, B., Hoffer, J., The Implications of Group Development and History for Group Support System Theory and Practice (1992) Small Group Research, 23, pp. 524-572; Robertson, J., Bond, C., Experiences of the Relation between Teaching and Research: what do academics value? (2001) Higher Education Research & Development, 20, pp. 61-75; Ryan, R., Deci, E., Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000) Contemporary Educational Psychology, 25, pp. 54-67; Seifert, T., Understanding Student Motivation (2004) Educational Research, 46, pp. 137-149; Sisley, R., Fostering a Love of Learning, In Walking to Different Beats (2004), pp. 31-43. , Eds, Yourn, B. and Little, S.) Dunmore Press, Palmerston North; Susman, G., Evered, R., An Assessment of the Merits of Scientific Action Research (1978) Administrative Science Quarterly, 23, pp. 583-603},
correspondence_address1={Clear, T.; School of Computer and Information Sciences, Private Bag 92006, Auckland 1020, New Zealand; email: Tony.Clear@aut.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Machanick200573,
author={Machanick, P.},
title={Peer Assessment for Action Learning of Data Structures and Algorithms},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={73-82},
note={cited By 6; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-49149107947&partnerID=40&md5=6c637b401b52da1faddca0681dc1bace},
affiliation={School of ITEE, University of Queensland, St Lucia QLD 4072, Australia},
abstract={This paper describes an experience with use of peer assessment in tutorials as a tool to promote deep learning from early stages of a course on Data Structures and Algorithms. The goal was to improve the utility of tutorials in encouraging more efficient learning habits. Since assessment forms a key part of the actual curriculum, tutorial exercises were for credit, but the emphasis was on formative assessment. The novelty in this approach is that peer assessment has not been extensively studied in Computer Science Education for content of the kind covered in this course. Evaluation is limited by the fact that other details of the course were changed. Two surveys were conducted, one soon after the first assignment, the other soon after the second assignment. Of various aspects of the course surveyed, the tutorial quizzes were the least popular, but improved in popularity between the two surveys. The overall effect based on general observation of the class appeared to be positive. Results were closer to a normal distribution than for the previous 2 years. Performance in the first assignment, which required understanding of how the theory is applied in a practical situation, suggested that deep learning had taken place. © 2005, Australian Computer Society, Inc.},
keywords={Action learning;  Computer Science Education;  Deep learning;  Efficient learning;  Formative assessment;  Key parts;  Peer assessment, Curricula;  Data structures;  Learning algorithms;  Normal distribution;  Surveys, Teaching},
references={Adams, W.A., (1980), Psychological Press, Seattle; Berger, P.L., (1966) Doubleday, New York; Biggs, J., What the student does: Teaching for enhanced learning (1999) Higher Education Research $ Development, 18 (1), pp. 57-75; Boehm, B.W., A spiral model of software development and enhancement (1988) Computer, 21 (5), pp. 61-72; Bradley, C., Oliver, M., The evolution of pedagogic models for work-based learning within a virtual university (2002) Computers & Education, 38 (1-3), pp. 37-52; Brookes, W., Indulska, J., Teaching internet literacy to a large and diverse audience, in 'Proc. second Australasian Conf (1996) on Computer Science Education', The Univ. of Melbourne, Australia, pp. 7-15; Brookshear, J.G., The university computer science curriculum: education versus training, in 'Proc. sixteenth SIGCSE Tech (1985) Symp. on Computer Science Education', New Orleans, Louisiana, United States, pp. 23-30; Brown, S., (1999), pp. 3-13. , Institutional strategies for assessment, in S. Brown & A. Glasner, eds, 'Assessment Matters in Higher Education', Society for Research into Higher Education and Open University Press, Buckingham, UK; Bunning, C., (2001), Turning experience into learning, in L. Steffe & J. Gale, eds, 'Action learning at work', Gower, Aldershot, Hampshire; Clanchy, M., (1993), From memory to written record, England 1066-1307, 2nd edn, Blackwell, Oxford; Cohen, L., Manion, L., (1985), Research Methods in Education, 2nd edn, Croom Helm, London; Denning, P.J., Computing the profession, in 'The Proc. thirtieth SIGCSE Tech. Symp. on Computer Science Education (1999) New Orleans, Louisiana, United States, pp. 1-2; Director, S., Khosla, P., Rohrer, R., Rutenbar, R., Reengineering the curriculum: design and analysis of a new undergraduate electrical and computer engineering degree at Carnegie Mellon University (1995) Proc. of the IEEE, 83 (9), pp. 1246-1269; Gehringer, E.F., Electronic peer review and peer grading in computer-science courses (2001) 'Proc. thirty second SIGCSE Tech. Symp. on Computer Science Education', Charlotte, North Carolina, United States, pp. 139-143; Gibbs, G., (1999), pp. 41-53. , Using assessment strategically to change the way students learn, in S. Brown & A. Glasner, eds, 'Assessment Matters in Higher Education', Society for Research into Higher Education and Open University Press, Buckingham, UK; Ḧubscher-Younger, T., Narayanan, N., Constructive and collaborative learning of algorithms, in 'Proc. SIGCSE Tech (2003) Symp. on Computer Science Education, pp. 6-10; Lave, J., Wenger, E., Legitimate peripheral participation in communities of practice (1991) Situated Learning: Legitimate Peripheral Participation, pp. 89-117. , Cambridge University Press, Cambridge; Moore, J.W., Education versus training (1998) J. Chemical Education, 75, p. 135; Naps, T.L., Rling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., Korhonen, A., Ngel Velzquez-Iturbide, J., Exploring the role of visualization and engagement in computer science education (2003) ACM SIGCSE Bulletin, 35 (2), pp. 131-152; Papert, S., (1993), Mindstorms, 2nd edn, Basic Books, New York; Preiss, B.R., Data Structures and Algorithms with Object-Oriented Design Patterns in Java (2000), Wiley, New York; Ramsden, P., (1988), pp. 13-31. , Studying learning: Improving teaching, in P. Ramsden, ed., 'Improving Learning: New Perspectives', Kogan Page, London; Ruehr, F., Orr, G., Interactive program demonstration as a form of student program assessment (2002) The J. Computing in Small Colleges, 18 (2), pp. 65-78; Sanders, I., Teaching empirical analysis of algorithms, in 'Proc. 33rd SIGCSE Tech (2002) Symp. on Computer Science Education', Cincinnati, Kentucky, pp. 321-325; Sanders, I., Mueller, C., A fundamentals-based curriculum for first year computer science, in 'Proc (2000) 31st SIGCSE Tech. Symp. on Computer Science Education, pp. 227-231. , Austin, TX; Scḧon, D., The new scholarship requires a new epistemology (1995) Change, 27 (6), pp. 27-34. , http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgidbname=economic_indic%atorsdocid=00my03.txt.pdf, Economic indicators May 2003; Vat, K.H., Training e-commerce support personnel for enterprises through action learning (2000) 'Proc. 2000 ACM SIGCPR Conf. on Computer personnel research, pp. 39-44; von Glasersfeld, E., Constructivist approach to teaching, in L. Steffe & J. Gale, eds, 'Constructivism in Education (1995) Lawrence Erlbaum Associates, pp. 3-15. , Hillsdale, NJ; Wilson, B.C., Shrock, S., Contributing to success in an introductory computer science course: a study of twelve factors (2001) 'Proc. 32nd SIGCSE Tech. Symp. on Computer Science Education, pp. 184-188. , Charlotte, North Carolina, United States; Wilson, J., Aiken, R., Katz, I., Review of animation systems for algorithm understanding (1996) Proc. 1st Conf. on Integrating technology into Computer Science Education, pp. 75-77. , Barcelona, Spain},
correspondence_address1={Machanick, P.; School of ITEE, , St Lucia QLD 4072, Australia; email: philip@itee.uq.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Garner2005173,
author={Garner, S. and Haden, P. and Robins, A.},
title={My program is correct but it doesn't run: A preliminary investigation of novice programmers' problems},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={173-180},
note={cited By 58; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-34548059906&partnerID=40&md5=5b76d325b552e550b792c15fafa3ef91},
affiliation={Computer Science Department, The University of Otago, Dunedin, New Zealand; School of Information Technology, Otago Polytechnic, Dunedin, New Zealand},
abstract={In this paper we describe an ongoing study of novice programmers. The aim is to record (as close as possible to) all of the problems encountered by students during the laboratory sessions of our introductory Java programming class. We discuss the tools and methods employed, in particular presenting the list of problem definitions which is used to classify students' problems. Data collected during 2003 are presented and discussed. The results are consistent with trends noted in the literature, and highlight the significance of both fundamental design issues and the procedural aspects of programming. Different problem distributions are observed for high and low performing students. An analysis of individual lab sessions can be useful for refining course materials and teaching practice. © 2005, Australian Computer Society, Inc.},
keywords={Novice programming errors CS1},
keywords={Course material;  Fundamental design;  Java programming;  Laboratory sessions;  Novice programmer;  Novice programming;  Problem definition;  Procedural aspects;  Teaching practices;  Tools and methods, Computer programming, Students},
references={Bruer, J.T., (1993) Schools for thought: A science of learning in the classroom, , Cambridge MA, MIT Press; Détienne, F., (1990) Expert programming knowledge: a schema based approach, pp. 205-222. , Hoc et al. (1990); Détienne, F., Assessing the cognitive consequences of the object-oriented approach: a survey of empirical research on object-oriented design by individuals and teams (1997) Interacting with Computers, 9, pp. 47-72; Ertmer, P.A., Newby, T.J., The expert learner: Strategic, self-regulated, and reflective (1996) Instructional Science, 24, pp. 1-24; Gilmore, D.J., (1990) Expert programming knowledge: a strategic approach, pp. 223-234. , Hoc et al. (1990); Gilmore, D.J., (1990) Methodological issues in the study of programming, pp. 83-98. , Hoc et al. (1990); Hoc, J.M., Green, T.R.G., Samurçay, R., Gillmore, D.J., (1990) Psychology of Programming, , London, Academic Press; Kurland, D.M., Pea, R.D., Clement, C., Mawby, R., A study of the development of programming ability and thinking skills in high school students (1989) Soloway and Spohrer (1989), pp. 83-112; Linn, M.C., Dalbey, J., Cognitive consequences of programming instruction (1989) Soloway & Spohrer (1989), pp. 57-81; Perkins, D.N., Hancock, C., Hobbs, R., Martin, F., Simmons, R., Conditions of learning in novice programmers (1989) Soloway and Spohrer (1989), pp. 261-279; Rist, R.S., Program Structure and Design (1995) Cognitive Science, 19, pp. 507-562; Rist, R.S., Teaching Eiffel as a first language (1996) Journal of Object-Oriented Programming, 9, pp. 30-41; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Sheil, B.A., The psychological study of programming (1981) Computing Surveys, 13, pp. 101-120; Soloway, E., Spohrer, J.C., (1989) Studying the Novice Programmer, , Hillsdale NJ, Lawrence Erlbaum; Spohrer, J.C., Soloway, E., Novice mistakes: Are the folk wisdoms correct? (1989) Soloway and Spohrer (1989), pp. 401-416; Visser, W., Hoc, J.M., (1990) Expert software design strategies, pp. 235-250. , Hoc et al. (1990); von Mayrhauser, A., Vans, A.M., (1994) Program Understanding - A Survey, , Technical Report CS-94-120, Department of Computer Science, Colorado State University; Wiedenbeck, S., Ramalingam, V., Sarasamma, S., Corritore, C.L., A comparison of the comprehension of object-oriented and procedural programs by novice programmers (1999) Interacting With Computers, 11, pp. 255-282; Winslow, L.E., Programming pedagogy -- A psychological overview (1996) SIGCSE Bulletin, 28 (3), pp. 17-22},
correspondence_address1={Garner, S.; Computer Science Department, , Dunedin, New Zealand; email: sandy@cs.otago.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Lister2000158,
author={Lister, R.},
title={On blooming first year programming, and its blooming assessment},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={158-162},
doi={10.1145/359369.359392},
note={cited By 48; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018354998&doi=10.1145%2f359369.359392&partnerID=40&md5=ca3ee11391b940fed6639f3e369b3530},
affiliation={School of Computing and Information Technology, University of Western Sydney, PO Box 10, Kingswood, NSW  2747, Australia},
abstract={The traditional approach to introductory programming has students writing complete programs, as early as possible. Also, the traditional emphasis is on the technology, not the explicit cognitive development of the student This approach jumps to the fifth and sixth levels of Bloom's Taxonomy of Educational Objectives, when these last two levels depend upon competence in the first four levels. I describe my alternative approach that addresses the six stages in sequence, emphasising effective assessment processes for the first four levels. © 2000 ACM.},
keywords={Education, Assessment process;  Bloom's taxonomy;  Cognitive development;  Educational objectives;  First year programming;  Introductory programming;  Six stages;  Traditional approaches, Students},
references={Biggs, J., (1999) Teaching for Quality Learning at University, , England; Open University press; Bloom, B.S., (1986) Taxonomy of Educational Objectives Handbook 1: Cognitive Domain, , New York Longman, Green & Co; Buck, D., Stucki, D., (2000) Design Early Considered Harmful Proceedings of SIGCSE 2000, pp. 75-79. , (Match 2000), ACM Press; Gronhmd, N., Linn, R., (1990) Measurement and Evaluation in Teaching, , New York: MacMillan; Koffiman, E., Wolz, U., (1999) Problem Solving with Java, , Addison-Wesley},
correspondence_address1={Lister, R.; School of Computing and Information Technology, PO Box 10, Australia; email: r.listen@uws.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Tuovinen2000235,
author={Tuovinen, J.E.},
title={Optimising student cognitive load in computer education},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={235-241},
doi={10.1145/359369.359404},
note={cited By 7; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009129279&doi=10.1145%2f359369.359404&partnerID=40&md5=09a8fe82c783c1d30075cb5b30e3dfc4},
affiliation={Centre for Learning and Teaching Support, Monash University, Churchill, VIC  3842, Australia; Interactive Multimedia, Monash University, Australia},
abstract={Cognitive Load Theory provides a coherent way to optimise student cognitive processing load during learning. A range of principles identified in this theory can be applied to improve student processing during learning computing content These principles range from the goal free problem solving to worked examples, split-attention, redundancy and variability effects. However, these principles need to be applied strategically. In this paper the most important considerations for strategic planning of computer education, ranging from the content element interactivity, mental effort measurement to student prior knowledge, are organised into a set of instructional choices. These choices are summarised in a flow chart, which can be used in the educational planning, as a tool to help ensure the identified issues are considered in an optimal sequence. © 2000 ACM.},
keywords={Computation theory;  Education;  Problem solving, Cognitive load theory;  Cognitive loads;  Cognitive processing;  Computer education;  Educational planning;  Optimal sequence;  Prior knowledge;  Split attentions, Students},
references={Atkinson, R., Shiffrin, R., Human memory. A proposed system and its control processes (1968) The Psychology of Learning and Motivation, , K. Spence and J. Spence, Editors., Academic Press; Ayers, P., Why goal-free problems can facilitate learning (1993) Contemporary Educational Psychology, 18, pp. 376-381; Baddeley, A., The magical number seven: Still magical after all these years? (1994) Psychological Review, 101, pp. 353-356; Carroll, J.M., (1990) The Nurnberg Funnel. Designing Minimalist Instruction for Practical and Computer Skill, , The MIT Press; Cerpa, N., Chandler, P., Sweller, J., Some conditions under which integrated computer-based training software can facilitate learning (1996) Journal of Educational Computing Research, 15, pp. 345-367; Chandler, P., Applying cognitive psychology principles to education and training (1998) AARE98 Annual Conference, , Adelaide: AARE; Chandler, P., Sweller, J., Cognitive load theory and the format of instruction (1991) Cognition and Instruction, 8, pp. 293-332; Chandler, P., Sweller, J., The split-attention effect as a factor in the design of instruction (1992) British Journal of Psychology, 62, pp. 233-246; Chandler, P., Sweller, J., Cognitive load while learning to use a computer program (1996) Applied Cognitive Psychology, 10, pp. 151-170; Chase, W.G., Simon, H.A., The mind's eye in chess (1973) Visual Information Processing, pp. 215-281. , W.G. Chase, Editor., Academic Press; Chi, M.T.H., Glaser, R., Rees, E., Expertise in problem solving (1982) Advances in the Psychology of Human Intelligence, pp. 7-75. , R.J. Sternberg, Editor., Lawrence Erlbaum; Jelsma, O., Van Merriënboer, J.J.G., Bijlstra, J.P., The ADAPT design model: Towards instructional control of transfer (1990) Instructional Science, 19, pp. B9-120; Logie, R.H., (1996) The seven ages of working memory in Working memory and human cognition J.T.E. Richardson et al. Editors, pp. 31-65. , Oxford University Press; Miller, G.A., The magical number, seven, plus or minus two: Some limits on our capacity for processing information (1956) Psychological Review, 63, pp. 81-97; Mousavi, S., Low, R., Sweller, J., Reducing cognitive load by mixing auditory and visual presentation modes (1995) Journal of Educational Psychology, 87, pp. 319-334; Ollershaw, A., Aidman, E., Kidd, G., Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension (1997) International Journal of Instructional Media, 24, pp. 227-238; Paas, F.G.W.C., Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach (1992) Journal of Educational Psychology, 84, pp. 429-434; Paas, F.G.W.C., Van Merrienboer, J.J.G., Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach (1994) Journal of Educational Psychology, 86, pp. 122-133; Quilici, J.L., Mayer, R.E., Role of examples in how students learn to categorize statistics word problems (1996) Journal of Educational Psychology, 88, pp. 144-161; Schneider, W., Shiffrin, R.M., Controlled and automatic human information processing: I. Detection, Search, and Attention (1977) Psychological Review, (84), pp. 1-66; Shiffrin, R.M., Schneider, W., Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory (1977) Psychological Review, 84, pp. 127-190; Simon, H.A., Gilmartin, K., A simulation of memory for chess positions (1973) Cognitive Psychology, 5, pp. 29-46; Stoltzfus, E.R., Hasher, L., Zacks, R.T., (1996) Working Memory and Aging: Current Status of Me Inhibitory View in Working Memory and Human Cognition T-E, pp. 66-88. , Richardson et at Editors., Oxford University Press; Sweller, J., (1999) Instructional Design in Technical Areas, , ACER Press; Sweller, J., Chandler, P., Why some material is difficult to learn (1994) Cognition and Instruction, 12, pp. 185-233; Sweller, J., Cooper, G.A., The use of worked examples as a substitute for problem solving in learning algebra (1985) Cognition and Instruction, 2, pp. 59-89; Sweller, J., Levine, M., Effects of goal specificity on means-ends analysis and learning (1982) Journal of Experimental Psychology: Learning, Memory and Cognition, 8, pp. 463-474; Sweller, J., Van Merriënboer, J.J.G., Paas, F.G.W.C., Cognitive architecture and instructional design (1998) Educational Psychology Review, 10, pp. 251-296; Tanmizi, R., Sweller, J., Guidance during mathematical problem solving (1988) Journal of Experimental Psychology, 80, pp. 424-436; Tindall-Ford, S., Chandler, P., Sweller, J., When two sensory modes are better than one (1997) Journal of Experimental Psychology: Applied, 3, pp. 257-287; Tuovinen, J.E., The cognitive load of discovery learning (1999) School of Education Studies, Faculty of Arts, p. 549. , University of New South Wales; Tuovinen, J.E., Research framework and implications for online multimedia education practice based on cognition research (1999) Communications and Networking in Education: Learning in A Networked Society Conference, , Aulanko, Hämeenlinna, Finland: IFTP; Tuovinen, J.E., Sweller, J., A comparison of cognitive load associated with discovery learning and worked examples (1999) Journal of Educational Psychology, 91, pp. 334-341; Van Merrienboer, J.J.G., Strategies for programming instruction in high school: Program completion vs. Program generation (1990) Journal of Educational Computing Research, 6, pp. 265-285; Van Merriënboer, J.J.G., (1990) Teaching Introductory Computer Programming. A Perspective from Instructional Technology, , University of Twente; Van Merrienboer, J.J.G., De Croock, M.B.M., Strategies for computer-based programming instruction: Program completion vs. Program generation (1992) Journal of Educational Computing Research, 8, pp. 365-394; Van Merriënboer, J.J.G., Krammer, H.P.M., Maaswinkel, R.M., Automating the planning and construction of programming assignments for teaching introductory computer programming (1994) Automating Instructional Design, Development, and Delivery, pp. 67-77. , R.D. Tennyson, Editor. Springer-Verlag; Van Merriënboer, J.J.G., Luuresma, J.J., (1996) Implementing instructional models in computer-based learning environments: A case study in problem selection in Advanced educational technology: Research issues and future potential, pp. 184-206. , T.T. Liao Editor., Springer-Verlag; Van Merrienboer, J.J.G., Paas, F.G.W.C., Automatical and schema acquisition in learning elementary computer programming: Implications for the design of practice (1990) Computers in Human Behaviour, 6, pp. 273-289; Ward, M., Sweller, J., Structuring effective worked examples (1990) Cognition and Instruction, 7, pp. 1-39},
correspondence_address1={Tuovinen, J.E.; Centre for Learning and Teaching Support, Australia; email: Juhani.Tuovinen@CeLTS.monash.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Lowe2000163,
author={Lowe, G.S.},
title={Preparing students for the workforce},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={163-169},
doi={10.1145/359369.359393},
note={cited By 5; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85001609087&doi=10.1145%2f359369.359393&partnerID=40&md5=a7dc8f793d76a030ddc3e2f7ebd932ff},
affiliation={School of Computer Science and Software Engineering, Monash University, Australia},
abstract={Transition from academic studies to life as a professional is one of the most challenging and important roles in educating students. Students spend most of their academic life learning through completion of assignment work, yet will be expected to work as a member of a team in industry. The skills they will require are more diverse than technical skills, particularly communication, how to manage a project, and team work. This paper discusses the significance of an industry related project to student learning and commitment. Discussion of the difficulties experienced by students is also covered. One of the main outcomes of the project was the positive response from students and their increased awareness of critical non technical issues that make a project successful. One final goal of this paper is to draw attention to autonomous robots as a source of project work for programmers, hardware designers, artificial intelligence developers, and researchers. © 2000 ACM.},
keywords={Intelligent robots;  Students, Hardware designers;  Project work;  Student learning;  Team work;  Technical skills, Education},
references={Baniett, A.M., Project Management Skills, , Association of Professional Engineers Australia; Brown, D.A., Requiring Csl Students to Write Requirements Specifications: A Rationale Implementation Suggestion and Case Study, pp. 13-16. , 19th SIGCSE Technical Symposium on Computer Science Education; Clark, M., Getting Participation Through Dis-cusssion. 31st SIGCSE Technical Symposium on Computer ScienceEducation, pp. 129-133; Coolofello, J.S., Monitoring and Evaluating Individual Team Members in A Software Engineering Course, pp. 6-8. , 16th SIGCSE Technical Symposium on Computer Science Education; Denton, C., Culture shock: Transfering into professional work force SIGCSE Bulletin, 20 (2), pp. 3-7; Dietsch, J., Kennedy, W., Belanger, J., Konolige, K., Pc/104 takes a ride Circuit Cellar; Parkas, D., Choosing Group Projects for Advanced Systems Courses. 19th SIGCSE Technical Symposium on Computer Science Education, pp. 109-113; Ferrari, J.R., Johnson, J.L., Cowan, W.G.M., (1995) Procrastination and Task Avoidance: Theory, Research and Treatment, , Plenum Press New York; Golaz, W., Comer, J., Rinewalt, J., Rod-Jak, D., Academic experience in software project management, vol SIGCSE Bulletin, 22 (3), pp. 47-53; Hartman, J., Real World Skills Vs School Taught Skills for the Undergraduate Computer Major. 21st SIGCSE Technical Symposium on Computer Science Education, pp. 216-218; Hiroaki, K., Robocup Humanoid Challenge: That's One Small Step for A Robot, One Giant Leap for Mankind; Hiroaki, K., Robocup Rescue: Search and Rescue in Large-scale Disasters As A Domain for Atonomous Agents Research; Hiroaki, K., The Offical Robocup Site, , http://www.robocup.org/RoboCup/; Hiroaki, K., The Offical Robocup Site, , http://www.robocup.org/regulations/; Johnston, A.K., A Hackers Guide to Project Management, , Butterworth Heinemann Ltd; Lowe, G.S., (1999) Monash University Soccer Robot Project Web Site, , http://www.csse.monash.edu.au/student/, December; Pournaghshband, H., The Students' Problems in Courses with Team Projects. 21st SIGCSE Technical Symposium on Computer Science Education, pp. 44-47; Woodfield, S., Coolofello, J., Some insights and experiences in teaching team project courses SIGCSE Bulletin, 15 (1), pp. 62-65},
correspondence_address1={Lowe, G.S.; School of Computer Science and Software Engineering, Australia; email: glowe@csse.monash.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Saddik200087,
author={Saddik, A.E. and Ghavam, A. and Fischer, S. and Steinmetz, R.},
title={Metadata for smart multimedia learning objects},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={87-94},
doi={10.1145/359369.359381},
note={cited By 8; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-65249116487&doi=10.1145%2f359369.359381&partnerID=40&md5=2805537c8149c98625bf22111a436e59},
affiliation={KOM - Industrial Process and System Communications, Merckstrasse 25, Darmstadt, 64283, Germany; IPSI, German National Research Center for Information Technology, Dolivostrasse 15, Darmstadt, 64293, Germany},
abstract={The application of educational metadata is nowadays often limited to the description of static resources (text or image) in order to support the retrieval process. The usage of metadata is done in a static way with respect to the (static) content and cannot influence the multimedia content itself. An adequate description of dynamic multimedia content, for example animations, is also difficult. In this paper we propose dynamic educational metadata as an extension of IEEE's Learning Objects Metadata (LOM) to describe multimedia content. These metadata can be used to customize the behavior of the multimedia object according to the user's needs. The term customization is normally used in the context of component software technology and applied in our context to denote changes and/or modifications to a multimedia learning object. These changes are necessary to match the learning goals of a user and to reuse dynamic multimedia content in a different context. © 2000 ACM.},
keywords={E-learning;  Metadata;  Software engineering, Component software technology;  Educational metadata;  Learning objects;  Multi-media learning;  Multimedia contents;  Multimedia object;  Retrieval process;  Static resource, Education},
references={http://www.imsproject.org; http://ltsc.ieee.Org; http://www.multibook.de; Steinacker, A., Seeberg, C., Reichenberger, K., Fischer, K., Steinmetz, R., Dynamically Generated Tables of Contents as Guided Tours in Adaptive Hypermedia Systems (1999) Proceedings of the EdMedia & EdTelecom, , June; Fischer, S., Steinmetz, R., Automatic Creation of Exercises in Adaptive Hypermedia Learning Systems Proceedings of 10th ACM Conference on Hypertext, , (HT'00, to appear); Fischer El Saddik, A., Steinmetz, R., ITBeankit: An Educational Middleware Framework for Bridging Software Technology and Education (2000) Proceedings of EdMedia 2000, , 26. June - 01 Jury, Montreal, Canada; El Saddik, A., Seeberg, C., Steinacker, A., Reichenberger, K., Fischer, S., Steinmetz, R., A Component-based Construction Kit for Algorithmic Visualizations (1999) Proceedings of the Integrated Design & Process Technology ''IDPT99, , June, will appear in the IDPT 2000 proceedings; Steinmetz, R., Nahrstedt, K., (1995) Multimedia Computing, Communications, and Applications, , Prentice Hall; Böhm, K., Rakow, T., Metadata for Multimedia Documents (1994) Metadata for Digital Media, Special Issue of SIGMOD Record, 23 (4). , ACM Press, December; Provisianal Report of the Dublin Core Subelement Working Group, , http://purl.oclc.org/metadata/dublin_core/wsubelementdrafts.html; IEEE Learning Technology Standards Committee (LTSC) IEEE P1484.12 Learning Objects Metadata Working Group, , http://ltsc.ieee.org/wg12/; Alliance of Remote Instructional Authoring and Distribution Networks for Europe, ARIADNE. Project of European Union, Website, , http://ariadne.unil.ch; Educom's Instructional Management Systems Project (IMS), , http://www.imsproject.org, Website; ANSI/IEEE standard IEEE-802.3: Ethernet; Lagoze, C., The Warwick Framework A Container Architecture for Diverse Sets of Metadata (1996) D-Lib Magazine, , http://www.dlib.org/dlib/jury96/lagoze/071agoze.html, July/August, and; Resource Description Framework (RDF), , http://www.w3.org/RDF/},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Carbone200026,
author={Carbone, A. and Hurst, J. and Mitchell, I. and Gunstone, D.},
title={Principles for designing programming exercises to minimise poor learning behaviours in students},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={26-33},
doi={10.1145/359369.359374},
note={cited By 3; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-0012093161&doi=10.1145%2f359369.359374&partnerID=40&md5=13608d20989a29c47ff8cb82908bc3dc},
affiliation={Faculty of Information Technology, Monash University, Australia; Faculty of Education, Monash University, Australia},
abstract={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. This paper aims to encourage academics to start thinking about the tasks they set, in particular it explores characteristics of programming tasks that affect student learning and understanding in a first year undergraduate course as part of a degree in Computer Science at Monash University. Attention is paid to features of programming tasks that led to three poor learning behaviours: Superficial Attention, Impulsive Attention and Staying Stuck. The data gathered for this study which describe the students' engagement in the tasks are provided by students and tutors. The paper concludes with a list of generic improvements to be considered when formulating programming exercises to minimise poor learning behaviours in students. © 2000 ACM.},
keywords={Computer programming;  Education;  Teaching, First year;  Introductory programming course;  Programming exercise;  Programming tasks;  Student learning;  Students' engagements;  Undergraduate Courses, Students},
references={Baird, R.J., Northfield, R.J., (1995) Learning from the Peel Experience, , Melbourne, Australia: "The Monash University Printing Services; Carbone, A., Drago, M., Mitchell, I., (1997) Web Based Took to Maintain Teaching Strategies and Resources. What Works and Why? the Fourteenth Annual Conference Proceedings of the Australian Society for Computers in Learning in Tertiary Education, Academic Computing Services, pp. 101-110. , Curtin University, Perm, Australia; Carbone, A., Mitchell, I., Macdonald, L., Improving teaching and learning in first year Computer Science tutorials. Making new Connections (1996) Proceedings of the Thirteenth Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, pp. 571-572. , Faculty of Health and Biomedical Science, University of Adelaide, Adelaide, Australia; Gagne, R., (1985) The Conditions of Learning, , New York: Holt, Rinehart & Wilson; Metacalfe, J., Shimamura, L.P., (1994) Metacognition: Knowing about Knowing, , Cambridge Mass: MIT Press; Mitchell, I., Macdonald, I., (1995) Learning and Teaching in First Year Programming FCIT/Education Faculty Research Project Report, p. 27. , Monash University: Melbourne, Australia, (available from author); Mitchell, I., (1996) Progress Report on the Education Project Group, p. 25. , Monash University: Melbourne, Australia, (available from author); Shoenfeld, A., Radical constructivism and the pragmatics of instruction (1992) Journal for Research in Mathematics Education, 23, pp. 290-295},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pearson1998106,
author={Pearson, M. and Jesshope, C.},
title={Multi-campus teaching using computer networks},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={106-111},
doi={10.1145/289393.289409},
note={cited By 6; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930702788&doi=10.1145%2f289393.289409&partnerID=40&md5=3d1ea3f0cf6327f08622eddb27a02922},
affiliation={Department of Computer Science, University of Waikato, Hamilton, New Zealand; Department of Computer Science, Massey University, Palmerston North, New Zealand},
abstract={This paper describes a joint project between Massey and Waikato Universities to investigate the potential of ATM in providing telepresence in distance education situations. In 1997, Massey and Waikato, offered a graduate level paper jointly between the two campuses. Teaching on this course in advanced computer architecture was delivered in both synchronous and asynchronous modes, with some lectures being recorded at Massey and sensed on the web via the ATM network to Waikato, and other lectures being delivered live across the ATM network using MJPEG hardware compression cards. The course was well accepted despite the non-conventional presentation techniques. © 1998 ACM.},
keywords={Computer architecture;  Computer hardware;  Computer networks;  Distance education;  Education;  Education computing;  Internet protocols;  Visual communication, Graduate levels;  Joint projects;  Synchronous and asynchronous modes;  Telepresence, Teaching},
references={(1998) AG, , http://fims-www.massey.ac.nz/-crjessholAGDocumentation/Introduction.html; Draper, S., Prospects for summative evaluation of CAL in higher education (1997) ALT- J, 5 (1), pp. 40-70; Gunn, C., CAL evaluation: Future directions (1997) ALT-J, 5 (1), pp. 40-47; Jesshope, C.R., Shafarenko, A., Web Based Teaching: A minimalist approach (1997) Proc. Second Australasian Conference on Computer Science Education; Segal, J., (1997) An Evaluation of a Teaching Package Constructed Using the Audiograph, a Web- Based Lecture Recorder, , department of Computing, University of Surrey: U.K; Williamson, C., CMPT855: A retrospective (1997) ATM WORKS'97, , University of Waikato, Hamilton New Zealand},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague1998155,
author={Teague, J.},
title={Personality type, career preference and implications for computer science recruitment and teaching},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={155-163},
doi={10.1145/289393.289416},
note={cited By 39; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927641613&doi=10.1145%2f289393.289416&partnerID=40&md5=0fcef9685362e8541ae9cfc898cb2ade},
affiliation={School of Management Information Systems, Deakin University, Waurn Ponds Campus3217, Australia},
abstract={The aims of the paper are to identify Myers-Briggs Type Indicator (MBTI) personality attributes of computing professionals that are best suited to three major subtasks of computing-system analysis, system design and programming and to confirm the validity of the attributes for computing professionals. The MBTI categorises individuals on four pairs of personality characteristics: extroversion/introversion, sensing/ intuition, thinking/feeling and judging/perceiving, giving sixteen possible personality types. The existing literature indicates that just two of these sixteen personality types account for more than a third of computing professionals. Consideration of the tasks of computing professionals today suggests that a much broader range of personality types is required. Preferred types are suggested for each of the major subtasks of system analysis, system design and programming. A study of 38 computing professionals tends to confirm that computing professionals with a preference for one of the subtasks do have characteristics suggested for that subtask. The implications of these findings for the recruitment and retention of students are discussed. © 1998 ACM.},
keywords={Systems analysis, Computing system;  Myers-Briggs Type Indicators;  Personality characteristic;  Personality types;  Subtask;  Subtasks, Education computing},
references={Tucker, A.B., (1991) Computing Curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force, , Ed. ACM Press; Pham, B., The changing curriculum of computing and information technology in Australia (1997) Australasian SIGCSE Conference, pp. 149-154. , 2nd, The University of Melbourne, July; (1990) Education and Training Needs of Computing Professionals and Para- Professionals in Australia, , Department of Employment Education and Training Economic and Policy Analysis Division. Australian Government Publishing Service; Gilbert, J., The best jobs in America (1994) Money, 23 (3), pp. 70-74; Reynolds, C., Fox, C., Requirements for a computer science curriculum emphasizing information technology subject area: Curriculum issues (1996) SIGCSE Bulletin, 28 (1), pp. 247-251; Couger, J.D., Davis, G., Dologite, D.G., Feinstein, D.L., Gorgone, J.T., Jenkins, A.M., Kasper, G.M., Valacich, J.S., IS'95: Guideline for undergraduate IS curriculum (1995) MIS Quarterly, pp. 341-358. , Volume September; Hunter, M.G., Excellent' systems analysts: Key audience perceptions (1994) Computer Personnel, 15 (1), pp. 15-31; Sullivan, S., How much time do software professionals spend communicating? (1988) Computer Personnel, 11 (3), pp. 2-5; McCue, G.M., (1978) IBM's Santa Teresa Laboratory - Architectural Design for Program Development IBM Systems Journal, 17 (1), pp. 4-25; Vehvilainen, M., Living through the boundaries of information systems expertise -A work history of a Finnish woman systems developer (1994) Women, Work and Computerization, pp. 107-120. , Breaking Old Boundaries - Building New Forms, A. Adam, J. Emms, E. Green, and J. Owen, Eds., Amsterdam: Elsevier; Grundy, R., Women and computers (1996) Intellect Books; Kennedy, S., Why users hate your attitude (1994) Informatics, pp. 29-32. , Volume February; Bishop-Clark, C., Cognitive style, personality, and computer programming (1995) Computers in Human Behavior, 11 (2), pp. 241-260; Myers, P.B., Myers, K.D., (1988) MBIT Report Form.: Australian Council for Educational Research; Myers, I.B., McCaulley, M.H., (1985) Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator, , Consulting Psychologists Press, line; Mawhinney, C.H., Lederer, A.L., Validation of a Jungian instrument for MIS research (1988) Computer Personnel, 11 (3), pp. 2-9; Lyons, M.L., The DP psyche (1985) Datamation, pp. 103-110. , Volume August 15; Bush, C.M., Schkade, L.L., In search of the perfect programmer (1985) Datamation, 31 (1), pp. 128-132. , Number; (1985) An MBTI® Qualifying Programme, , Otto Kroeger Associates. Otto Kroeger Associates, 2nd edition; Clarke, V.A., Teague, G.J., Encouraging girls to study computer science - should we even try? (1994) Australian Educational Computing, 9 (1), pp. 17-22; Craig, A., Women and business computing: Where to from here? (1997) GATES, 4 (1), pp. 13-19; Ridgway, G.J., (1993) Computing/Mathematics at Deakin University, , Geelong Campus. Deakin University; Teague, G.J., Clarke, V.A., Fiction and feet: Students' and professionals' perceptions of women in computer science (1991) Women, Work and Computerization: Understanding and Overcoming Bias in Work and Education, pp. 363-375. , I. V. Ericksson, B. A. Kitchenham, and K. G. Tijdens, Eds., Amsterdam: North-Holland; Liu, M.L., Blanc, L., On the retention of female computer science students (1996) SIGCSE Bulletin, 28 (1), pp. 32-36; Booth, P., Winzar, H., Personality biases of accounting students: Some implications for learning style preferences (1993) Journal of the Accounting Association of Australia and New Zealand, 33 (2), pp. 109-120},
correspondence_address1={Teague, J.; School of Management Information Systems, Waurn Ponds Campus, Australia; email: joyt@deakin.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Doube199885,
author={Doube, W.},
title={Multimedia delivery of computer programming subjects: Basing structure on instructional design},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={85-93},
doi={10.1145/289393.289406},
note={cited By 3; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899367416&doi=10.1145%2f289393.289406&partnerID=40&md5=ccb439fa0594388464426de2e443187f},
affiliation={Monash University Gippsland Campus, Switchback Road, Churchill, VIC  3843, Australia},
abstract={This paper describes the conversion of introductory computer programming subjects to multimedia format on CD-ROM. Mainly mature age distance education students will be using the product. The application was structured by an instructional design strategy which combined multimedia and adult learning theories with Gagne's Events of Instruction [3]. Each programming topic is presented as a problem. As students are guided through the problem-solving process, they use a range of multimedia interactions, including a simulation, to construct a personal view of the topic. Exercises, with and without guidance, can then be attempted in the programming environment. Finally real-world applications of the concepts are presented. The paper proposes that the behaviour of a multimedia instructional program is not ideally determined by navigational or purely content related concerns. If the structure of the product is determined by an instructional design strategy that complements the content, the learning opportunities provided by multimedia interactivity can be maximised. © 1998 ACM.},
keywords={Computer programming;  Distance education;  Instructional design;  Multimedia;  Simulation},
keywords={Distance education;  Education;  Education computing;  Multimedia systems;  Problem solving;  Product design;  Students, Instructional designs;  Introductory computer programming;  Learning opportunity;  Multimedia;  Multimedia interaction;  Problem solving process;  Programming environment;  Simulation, Computer programming},
references={Cerpa, N., Shepherd, J., A cognitive model for facilitating the teaching of computer programming skills (1996) Proceedings First Australian Conference on Computer Science Education, pp. 1-6; Gagne, R., (1985) The Conditions of Learning and Theory of Instruction, , 4th ed. Holt, Rinehart, and Winston, Tokyo; Gagne, R., Briggs, L., Wager, W., (1988) Principles of Instructional Design, , 3rd ed. Holt, Rinehart, and Winston, New York; Laurillard, D., (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, , Routledge, London; Knowles, M., (1980) The Modern Practice of Adult Learning: Pedagogy Vs Andragogy, , 2nd ed. Association Press/Follett, Chicago; Papert, S., (1993) Mindstorms, , 2nd ed. Harper Collins, NewYork; Phillips, R., Chapter 2: Educational considerations (1997) The Developer's Handbook to Interactive Multimedia: A Practical Guide to Educational Applications, , Kogan Page, London; Price, B., Baecker, R., Small, L., A principled taxonomy of software visualisation (1990) Journal of Programming Languages and Computing, 1 (1), pp. 97-123; Sproull, L., Kiesler, S., Zubrow, D., Encountering an alien culture (1984) Journal of Social Issues, 40 (3), pp. 31-48; Stemler, L., Educational characteristics of multimedia: A literature review (1997) Journal of Educational Multimedia and Hypermedia, 6 (3-4), pp. 339-359; Villamil-Casanova, J., Molina, L., (1996) An Interactive Guide to Multimedia, , Macmillan, Indianapolis; Interactive Multimedia Pedagogy Report SIGCSE Bulletin, 28, pp. 183-191. , Working Group on Interactive Multimedia Pedagogy., (special issue)},
correspondence_address1={Doube, W.; Monash University Gippsland Campus, Switchback Road, Australia; email: Wendy.Doube@fcit.monash.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Greening199747,
author={Greening, T.},
title={Paradigms for educational research in computer science},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={47-51},
doi={10.1145/299359.299367},
note={cited By 1; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029620206&doi=10.1145%2f299359.299367&partnerID=40&md5=97af1fbedb77dcd45a43e2a6a028bd8d},
affiliation={Basser Department of Computer Science, University of SydneyNSW  2006, Australia},
abstract={Computer science education can benefit from the adoption of a multiparadigm perspective. Just as it is essential to have a theoretical framework on which to drape the research experience, it is suggested that the sub-discipline of CS educational research is enriched by recognition of the existence of multiple frames, even where they may not all be open to the full experience of any one researcher. This paper presents some glimpses of the potential value to Computer Science education of three paradigms: positivistic, interpretivistic, and critical. © 1997 ACM.},
keywords={Computer applications;  Computer programming, Computer Science Education;  CS educational research;  Educational research;  Multi-paradigm;  Potential values;  Research experience;  Sub-disciplines;  Theoretical framework, Education computing},
references={Ambler, A., Burnett, M.M., Zimmerman, B.A., Operational versus definitional: A perspective on programming paradigms (1992) IEEE Computer, p. 1. , September; Charlesworth, M., (1989) Science, Non-Science and Pseudo-Science, , Deakin University Press, Geelong; Gibbs, G., Morgan, A., Taylor, E., A review of the research of ference marton and the goteborg research group: A phenomenological research perspective on learning (1982) Higher Education, 11, pp. 123-145. , Elsevier; Greening, T., Command-line usage in a programming exam (1996) ACM Special Interest Group in Computer Science Education (SIGCSE) Bulletin, pp. 55-59. , ACM Press (September); Guba, E.G., Lincoln, Y.S., What is the constructivist paradigm? (1991) Knowledge for Policy: Improving Education through Research, p. 80. , ed. B. Biddle, Falmer Press, London; Gupta, G.K., Siebuhr, L.G., Learning and using UNIX (1993) Technical Report 94-4, James Cook University, , ftp://coral.cs.jcu.edu.auin/pub/techreports/as94-4.ps.gz, December; Hapnes, T., Sorensen, K.H., Competition and collaboration in male shaping of computing: A study of a norwegian hacker culture (1995) The Gender-Technology Relation: Contemporary Theory and Research, pp. 174-191. , ed. R. Gill, Taylor & Francis, London; Kerner, J.T., Vargas, K., Women and computers: What we can leam from science (1994) ACM Special Interest Group in Computer Science Education (SIGCSE) Bulletin, 26 (2), pp. 52-56. , (June; Kuhn, T.S., (1962) The Structure of Scientific Revolutions, , University of Chicago Press, Chicago; Maheshwari, P., (1994) Understanding Students' Conceptions of Learning Programming, , Research Report CIT-94-23, School of Computing and Information Technology, Griffith University; Marton, F., Phenomenography: Exploring different conceptions of reality (1988) Qualitative Approaches to Evaluation in Education: The Silent Scientific Revolution, pp. 176-205. , ed. D.M. Fetterman, Praeger, New York; Sarantakos, S., (1993) Social Research, , Macmillan, Melbourne},
correspondence_address1={Greening, T.; Basser Department of Computer Science, Australia; email: tony@cs.usyd.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Houle199724,
author={Houle, M.E. and Simon},
title={Social and ethical education in computing using virtual environments},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={24-31},
doi={10.1145/299359.299364},
note={cited By 1; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029579409&doi=10.1145%2f299359.299364&partnerID=40&md5=3b6d9a510781982967e9c5fc272b3fe0},
affiliation={Department of Computer Science and Software Engineering, University of Newcastle, Callaghan, Newcastle, NSW  2308, Australia},
abstract={We have devised a novel experiential approach to teaching students about the social impact of computers and the ethical, legal, and social responsibilities of computing professionals. Rather than teaching these topics in a traditional classroom manner, we teach them in a text-based online virtual educational environment known as a MOO. At the same time we use the environment's object-oriented design to instruct the students in object-oriented concepts. The approach is proving extremely successful. © 1997 ACM.},
keywords={E-learning;  Education;  Education computing;  Philosophical aspects;  Teaching;  Virtual reality, Educational environment;  Object oriented design;  Object-oriented concepts;  Social impact;  Social responsibilities, Students},
references={Curtis, P., (1993) LambdaMOO Programmer's Manual, , Xerox PARC, (available by anonymous ftp from parcftp.xerox.com); Simon, Houle, M.E., Ethics, programming, and virtual environments (1997) Proc. ACM SIGCSE/CUE Conference on Integrating Technology into Computer Science Education, , Uppsala, Sweden, June, (to appear); Rheingold, H., (1993) The Virtual Community, , Addison- Wesley; Tucker, A.B., Computing curricula 1991 (1991) Comm. ACM, 34 (6), pp. 68-84. , June},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Nicholson199784,
author={Nicholson, A.E. and Fraser, K.M.},
title={Methodologies for teaching new programming languages: A case study teaching LISP},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={84-90},
doi={10.1145/299359.299373},
note={cited By 2; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942899405&doi=10.1145%2f299359.299373&partnerID=40&md5=daa72a11207d94c280696edf36f27052},
affiliation={Department of Computer Science, Monash University, Clayton, VIC  3168, Australia},
abstract={A primary aim of computing degrees is to produce graduates with general programming skills, the ,ability to program in several programming languages, and the ability to learn new programming languages. In this paper, two approaches to teaching a programming language are identified: "start small", where students begin writing small pieces of code from scratch; and "code provided", where students are given existing code to modify and extend. Each approach has been used for teaching introductory programming, and for teaching subsequent additional programming languages. This paper reports on a case study involving the teaching of LISP programming. The class was divided into two groups and given different assignments, in accordance with the two approaches, for their first two assignments. A common third assignment, and a LISP programming question on the exam: Were used to compare the impact of the assignment-based teaching methodology on student programming skills in the new programming language. The teaching methodology was found to have no significant effect on student programming outcomes, with performance in a core prerequisite programming subject being the only predictor. In addition to the presentation of the details of the study and the results, comments from student surveys, and ethical and logistical issues in undertaking such a study, are presented and discussed. © 1997 ACM.},
keywords={Codes (symbols);  Computer programming languages;  Education;  Education computing;  Students, Case study teachings;  General programming;  Introductory programming;  Programming skills;  Student surveys;  Teaching methodologies, LISP (programming language)},
references={(1991) Computing Curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force, , ACM; Dean, T., Allen, J., Aloimondos, Y., (1995) Artificial Intelligence: Theory and Practice, , Ben- jamin/Cummings; Deitel, H.M., Deitel, P.J., (1995) C: How to Program, , Prentice Hall; East, P., Opinion (1996) Journal of Computer Science Education, 8 (4), p. 5; Koffman, E.B., (1981) Problem Solving and Structured Programming in Pascal, , Addison-Wesley; Nilsson, N., (1980) Principles of Artificial Intelligence, , Tioga Publishing Co; Russell, S., Norvig, P., (1994) Artificial Intelligence: A Modern Approach, , Prentice-Hall; Snark, B.H., Diverse approaches to teaching programming (1973) Programming Teaching Techniques, pp. 93-113. , W.M. Turski (editor), Elsevier; Weinberg, G.M., (1975) The Psychology of Computer Programming, , Van Nostrand Reinhold; Wilensky, R., (1986) Common LISPcraft, , Norton & Company},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cavedon1997191,
author={Cavedon, L. and Harland, J. and Padgham, L.},
title={Problem based learning with technological support in an ai subject: Description and evaluation},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={191-200},
doi={10.1145/299359.299387},
note={cited By 2; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042560994&doi=10.1145%2f299359.299387&partnerID=40&md5=be7c53ff55e7137953bce609fbfd0826},
affiliation={Department of Computer Science, RMIT University, Melbourne, Australia},
abstract={The diversity of students' backgrounds has caused a number of problems with an introductory Artificial Intelligence subject. In this paper we describe our experiences using a problem-based learning approach to teaching this material. This involved the students forming themselves into groups in order to tackle a series of related problems, each of which dealt with a specific area of the course. An integral part of this project is the technological support, which was used not only to monitor the progress of students through the course, but also to provide the necessary contextualisation of course material. We describe our methodology, as well as the two WWW-based support tools, the Course Web, which functions (roughly speaking) as an automated textbook, and the Problem Web, which specifies the problems to be solved and keeps track of the group's progress in solving them. We report on our experiences in teaching a summer version of this subject and on our evaluations of the process. © 1997 ACM.},
keywords={Education;  Education computing;  Students, Contextualisation;  Course material;  Integral part;  Problem based learning;  Problem-based learning approaches;  Specific areas;  Support tool;  Technological supports, Teaching},
references={Barrows, H.S., A taxonomy of problem-based learning methods (1986) Medical Education, 20; Biggs, J., Approaches to the en- hancment of tertiary education (1989) Higher Education Research and Development, 8; Boud, Felletti, (1992) The Challenge of Problem-Based Learning, , Ko- gan Page, London; Laurillard, D., (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, , Routledge; Rawnsley, Spaziani, Rangachari, Evaluation in a problem-based course: What teachers want, what students think (1995) Proceedings of the International Conference on Problem-Based Learning in Higher Education, , Linkoping; Kingston, J., Greening, T., Kay, J., Bassernet report on teaching initiatives for 1997 blue and problem-based learning (1997) Technical Report, University of Sydney},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Greening1997201,
author={Greening, T. and Kay, J. and Kingston, J.H. and Crawford, K.},
title={Results of a PBL trial in first-year computer science},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={201-206},
doi={10.1145/299359.299388},
note={cited By 13; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042520149&doi=10.1145%2f299359.299388&partnerID=40&md5=97985d86607cce071f807a515cd61644},
affiliation={Basser Department of Computer Science, University of SydneyNSW  2006, Australia; Faculty of Education, University of SydneyNSW  2006, Australia},
abstract={In 1996 the Basser Department of Computer Science at the University of Sydney ran a Problem-Based Learning (PBL) trial parallel with its conventional first-year programme. This was reported "in-progress" at ACSE'96. The effect of that trial is that the department has now adopted PBL as the basis for facilitating first-year learning of computer science in 1997. Some aspects of the evaluation of the initial trial are shared in this paper, as well as some recommendations which emerged from the nial. © 1997 ACM.},
keywords={Education, First year;  First-year learning;  Problem based learning;  University of Sydney, Education computing},
references={Boud, D., Feletti, E., (1991) The Challenge of Problem-Based Learning, , Kogan-Page, London; Greening, T., Kay, J., Kingston, J.H., Crawford, K., Problem-based learning of first year computer science (1996) Proceedings of the First Australian Computer Science Education Conference; Greening, T., Kay, J., Kingston, J.H., (1996) Basser Department of Computer Science Departmental Evaluation of the PBL Trial, , Semester 1 -, Unpublished internal report, 1996; (1996) An Evaluation of the 1996 Problem Based Learning Course, , Novae Research Group, Unpublished report to the Basser Department of Computer Science; Koelling, M., Rosenberg, J., BLUE -A language for teaching object-oriented programming (1996) Proceedings of the 27th SIGCSE Technical Symposium on Computer Science Education, pp. 190-194},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Maciunas199666,
author={Maciunas, K.J. and Oudshoorn, M.J. and Brown, A.L.},
title={Process improvement of software engineering education},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={66-73},
doi={10.1145/369585.369596},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053356756&doi=10.1145%2f369585.369596&partnerID=40&md5=f55c307f57c642f08b42ac576ee68729},
correspondence_address1={Maciunas, K.J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Browne1996273,
author={Browne, C. and Hogan, J. and Hynd, J.},
title={Prediction of student performance using neurocomputing techniques},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={273-279},
doi={10.1145/369585.369648},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053324767&doi=10.1145%2f369585.369648&partnerID=40&md5=16fb506a92fc85dea2ec8763d62fda2c},
correspondence_address1={Browne, C.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Scogings1996331,
author={Scogings, C.},
title={Robo Wars: A software environment to enhance learning of programming and language design concepts},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={331-336},
doi={10.1145/369585.369665},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053320924&doi=10.1145%2f369585.369665&partnerID=40&md5=3ea7e35d3cb84a2c5715ab8621bd19bd},
correspondence_address1={Scogings, C.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Gedeon1996287,
author={Gedeon, T.D. and Mann, G.A. and Wilson, W.H. and Bustos, R.A.},
title={Separation of basic competency acquisition from advanced material in teaching and assessment in an undergraduate computing subject},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={287-294},
doi={10.1145/369585.369652},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053302677&doi=10.1145%2f369585.369652&partnerID=40&md5=4ec5952f538d9592ee018a094d6516e7},
correspondence_address1={Gedeon, T.D.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hope199653,
author={Hope, S. and Terry, J.E.},
title={Obtaining maximum leverage from undergraduate software engineering projects},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={53-59},
doi={10.1145/369585.369594},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049691251&doi=10.1145%2f369585.369594&partnerID=40&md5=6eaad024e34f34bfb4c8450611b03804},
correspondence_address1={Hope, S.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Greening199613,
author={Greening, T. and Kay, J. and Kingston, J.H. and Crawford, K.},
title={Problem-based learning of first year computer science},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={13-18},
doi={10.1145/369585.369588},
note={cited By 8; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029661455&doi=10.1145%2f369585.369588&partnerID=40&md5=4f1925db3142aba632989b1f77e39aa7},
correspondence_address1={Greening, T.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Oliver1996103,
author={Oliver, B.K. and Mitchell, G.C.},
title={Setting the PASE - The value of computer aided assessment},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={103-110},
doi={10.1145/369585.369601},
note={cited By 4; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870986180&doi=10.1145%2f369585.369601&partnerID=40&md5=cbb99bb902ade02db56e8f7fa20534e5},
correspondence_address1={Oliver, B.K.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Bakker1996254,
author={Bakker, P. and Goodchild, A. and Strooper, P. and Carrington, D. and Maccoll, I. and Creasy, P. and Purchase, H.},
title={Setting up a tutor training programme in computer science},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={254-259},
doi={10.1145/369585.369642},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869045416&doi=10.1145%2f369585.369642&partnerID=40&md5=a0bc4238803d725dd019bdf335be501e},
correspondence_address1={Bakker, P.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Chernich1996216,
author={Chernich, R. and Jamieson, B. and Jones, D.},
title={RCOS: Yet another teaching operating system},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={216-222},
doi={10.1145/369585.369624},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-29844456221&doi=10.1145%2f369585.369624&partnerID=40&md5=08d679c898c660b702ab95c23fa39925},
correspondence_address1={Chernich, R.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Fosberg1981196,
author={Fosberg, M.D.H.},
title={Natural language processing in the undergraduate curriculum},
journal={ACM SIGCSE Bulletin},
year={1981},
volume={13},
number={1},
pages={196-203},
doi={10.1145/953049.800988},
note={cited By 0},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976728416&doi=10.1145%2f953049.800988&partnerID=40&md5=722dbcc6a5a8dd8db67c79b433f94449},
affiliation={Department of Mathematical Sciences, Loyola University, New Orleans, LA 70118, United States},
abstract={The course, Natural Language Processing, is an upper-level course for computer science majors. The pre-requisites include Survey of Programming Languages and Data Structures, so most students have at least 21 hours of Computer Science. Because the course is only offered every two years, many students will have taken more than 21 hours. The course is organized into four primary sections: text processing, sentence generation, sentence analysis, and case studies. © 1981, ACM. All rights reserved.},
references={Fillmore, C., The Case for Case , p. 196. , Bach & Harms (eds.) Universals in Linquistics Theory (New-York; Marvin Minsky, Semantic Information Processing Cambridge (1968); Schank, R.R., Colby, K.M., , p. 173. , C omuter Models of Language and Thought (San Vrancisco; Schank, R.R., Colby, K.M., comuter Models of Language and Thought (San Vrancisco) , p. 173; Simmons, R.F., Semantic Networks: Their Computation and Use for Understanding English Sentences Schank & Colby; Donald, E., (1978), Walker (ed.), Understandin Spoken Language (New York; Woods, W.A., Transition Network Grammars for Natural Language Analysis , 13, pp. 591-606. , Comm. ACM},
correspondence_address1={Fosberg, M.D.H.; Department of Mathematical Sciences, , New Orleans, LA 70118, United States},
issn={00978418},
language={English},
abbrev_source_title={SIGCSE Bull.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Wong202166,
author={Wong, C. and Denny, P. and Luxton-Reilly, A. and Whalley, J.},
title={The Impact of Multiple Choice Question Design on Predictions of Performance},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={66-72},
doi={10.1145/3441636.3442306},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103292162&doi=10.1145%2f3441636.3442306&partnerID=40&md5=5464c9d06c4db65191665f894206c7f2},
affiliation={The University of Auckland, New Zealand; Auckland University of Technology, New Zealand},
abstract={Multiple choice questions (MCQs) are a popular question format in introductory programming courses as they are a convenient means to provide scalable assessments. However, with typically only four or five answer options and a single correct answer, MCQs are prone to guessing and may lead students into a false sense of confidence. One approach to mitigate this problem is the use of Multiple-Answer MCQs (MAMCQs), where more than one answer option may be correct. This provides a larger solution space and may help students form more accurate assessments of their knowledge. We explore the use of this question format on an exam in a very large introductory programming course. The exam consisted of both MCQ and MAMCQ sections, and students were invited to predict their scores for each section. In addition, students were asked to report their preference for question format. We found that students over predicted their score on the MCQ section to a greater extent and that these prediction errors were more pronounced amongst less capable students. Interestingly, we found that students did not have a strong preference for MCQs over MAMCQs, and we recommend broader adoption of the latter format. © 2021 ACM.},
keywords={assessment;  mark prediction;  multiple-choice multiple-answer question;  multiple-choice question},
keywords={Education computing;  Forecasting, Introductory programming course;  Multiple choice questions;  Prediction errors;  Solution space, Students},
references={Abreu, P.H., Silva, D.C., Gomes, A., Multiple-choice questions in programming courses: Can we use them and are students motivated by them? (2018) Acm Transactions on Computing Education (TOCE), 19 (1), pp. 1-16. , 2018; Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: Handbook I. Cognitive Domain, , New York: David McKay 1956; Brame, C.J., (2020) Team-Based Learning, , https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning, Vanderbilt University. Retrieved October 12, 2020 from; Burton, R.F., Multiple choice and true/false tests: Reliability measures and some implications of negative marking (2004) Assessment & Evaluation in Higher Education, 29 (5), pp. 585-595. , https://doi.org/10.1080/02602930410001689153arXiv:https://doi.org/10.1080/02602930410001689153, 2004; Chinn, D., De Raadt, M., Philpott, A., Sheard, J., Laakso, M.-J., D'Souza, D., Skene, J., Lister, R., Introductory programming: Examining the exams (2012) Proceedings of the Fourteenth Australasian Computing Education Conference-Volume 123., pp. 61-70; Clark, D., Testing programming skills with multiple choice questions (2004) Informatics in Education, 3 (2), pp. 161-178. , https://doi.org/10.15388/infedu.2004.12, 2004); Considine, J., Botti, M., Thomas, S., Design, format, validity and reliability of multiple choice questions for use in nursing research and education (2005) Collegian, 12 (1), pp. 19-24. , https://doi.org/10.1016/S1322-7696(08)60478-3, 2005); Denny, P., Hamer, J., Luxton-Reilly, A., Purchase, H., Peerwise: Students sharing their multiple choice questions (2008) Proceedings of the Fourth International Workshop on Computing Education Research., pp. 51-58; Denny, P., Luxton-Reilly, A., Hamer, J., Dahlstrom, D.B., Purchase, H.C., Self-predicted and actual performance in an introductory programming course (2010) Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education (Bilkent, Ankara, Turkey) (ITiCSE '10), pp. 118-122. , https://doi.org/10.1145/1822090.1822124, Association for Computing Machinery, New York, NY, USA; Denny, P., Manoharan, S., Speidel, U., Russello, G., Chang, A., On the fairness of multiple-variant multiple-choice examinations (2019) Proceedings of the 50th Acm Technical Symposium on Computer Science Education (Minneapolis, MN, USA) (SIGCSE '19), pp. 462-468. , https://doi.org/10.1145/3287324.3287357, Association for Computing Machinery, New York, NY, USA; Denny, P., Tempero, E., Garbett, D., Petersen, A., Examining a student-generated question activity using random topic assignment (2017) Proceedings of the 2017 Acm Conference on Innovation and Technology in Computer Science Education (Bologna, Italy) (ITiCSE '17), pp. 146-151. , https://doi.org/10.1145/3059009.3059033, Association for Computing Machinery, New York, NY, USA; Downing, S., The efects of violating standard item writing principles on tests and students: The consequences of using flawed test items on achievement examinations in medical education (2005) Advances in Health Sciences Education: Theory and Practice, 10 (2), pp. 133-143. , https://doi.org/10.1007/s10459-004-4019-5, 2005; Duncan, G.T., Milton, E.O., Multiple-Answer multiple-choice test items: Responding and scoring through bayes and minimax strategies (1978) Psychometrika, 43 (1), pp. 43-57. , 1978; Harrington, B., Peng, S., Jin, X., Khan, M., Gender, confdence, and mark prediction in cs examinations (2018) Proceedings of the 23rd Annual Acm Conference on Innovation and Technology in Computer Science Education (Larnaca, Cyprus) (ITiCSE 2018), pp. 230-235. , https://doi.org/10.1145/3197091.3197116, Association for Computing Machinery, New York, NY, USA; Ibbett, N., Wheldon, B., The incidence of clueing in multiple choice testbank questions in accounting (2016) Some Evidence from Australia. E-Journal of Business Education and Scholarship of Teaching, 10 (1), pp. 20-35. , 2016; Komarraju, M., Nadler, D., Self-efcacy and academic achievement: Why do implicit beliefs, goals, and efort regulation matter? (2013) Learning and Individual Diferences, 25, pp. 67-72. , 2013; Kruger, J., Dunning, D., Unskilled and unaware of it: How dif-culties in recognizing one's own incompetence lead to infated self-Assessments (1999) Journal of Personality and Social Psychology, 77 (6), p. 1121. , 1999; Kruger, J., Dunning, D., Unskilled and unaware of it: How difculties in recognizing one's own incompetence lead to infated self-Assessments (2000) Journal of Personality and Social Psychology, 77 (1), pp. 1121-1134. , https://doi.org/10.1037//0022-3514.77.6.1121, 2000; Kuechler, W.L., Simkin, M.G., How well do multiple choice tests evaluate student understanding in computer programming classes? (2003) Journal of Information Systems Education, 14 (4), p. 389. , 2003; Lister, R., On blooming first year programming, and its blooming assessment (2000) Proceedings of the Australasian Conference on Computing Education (Melbourne, Australia) (ACSE '00), pp. 158-162. , https://doi.org/10.1145/359369.359393, Association for Computing Machinery, New York, NY, USA; Lister, R., Objectives and objective assessment in cs1 (2001) Proceedings of the Thirty-Second Sigcse Technical Symposium on Computer Science Education (Charlotte, North Carolina, USA) (SIGCSE '01), pp. 292-296. , https://doi.org/10.1145/364447.364605, Association for Computing Machinery, New York, NY, USA; McCoubrie, P., McKnight, L., Single best answer mcqs: A new format for the frcr part 2a exam (2008) Clinical Radiology, 63 (5), pp. 506-510. , 2008; Nicol, D., E-Assessment by design: Using multiple-choice tests to good efect (2007) Journal of Further and Higher Education, 31 (1), pp. 53-64. , 2007; Petersen, A., Craig, M., Denny, P., Employing multiple-Answer multiple choice questions (2016) Proceedings of the 2016 Acm Conference on Innovation and Technology in Computer Science Education (Arequipa, Peru) (ITiCSE '16), pp. 252-253. , https://doi.org/10.1145/2899415.2925503, Association for Computing Machinery, New York, NY, USA; Petersen, A., Craig, M., Zingaro, D., Reviewing cs1 exam question content (2011) Proceedings of the 42nd Acm Technical Symposium on Computer Science Education (Dallas, TX, USA) (SIGCSE '11), pp. 631-636. , https://doi.org/10.1145/1953163.1953340, Association for Computing Machinery, New York, NY, USA; Roberts, T.S., The use of multiple choice tests for formative and summa-tive assessment (2006) Proceedings of the 8th Australasian Conference on Computing Education-Volume 52 (Hobart, Australia) (ACE '06), pp. 175-180. , Australian Computer Society, Inc., AUS; Sadeghi, K., Masoumi, G.A., Does number of options in multiple choice tests afect item facility and discrimination? An examination of test-taker preferences (2017) Journal of English Language Teaching and Learning, 9 (19), pp. 123-143. , 2017; Shuhidan, S., Hamilton, M., D'Souza, D., Instructor perspectives of multiple-choice questions in summative assessment for novice programmers (2010) Computer Science Education, 20 (3), pp. 229-259. , 2010; Simon, Wrong is a relative concept: Part marks for multiple-choice questions (2011) Proceedings of the Thirteenth Australasian Computing Education Conference-Volume 114 (Perth, Australia) (ACE '11), pp. 47-54. , Australian Computer Society, Inc., AUS; Sheard, S.J., D'Souza, D., Lopez, M., Luxton-Reilly, A., Putro, I.H., Robbins, P., Teague, D., Whalley, J., How (not) to write an introductory programming exam (2015) Proceedings of the 17th Australasian Computing Education Conference (ACE2015), pp. 137-146. , Australian Computer Society, Inc., Sydney, Australia; Simon, Snowdon, S., Multiple-choice vs free-text code-explaining examination questions (2014) Proceedings of the 14th Koli Calling International Conference on Computing Education Research (Koli, Finland) (Koli Calling '14), pp. 91-97. , https://doi.org/10.1145/2674683.2674701, Association for Computing Machinery, New York, NY, USA; Woodford, K., Bancroft, P., Multiple choice questions not considered harmful (2005) Proceedings of the 7th Australasian Conference on Computing Education-Volume 42 (Newcastle, New South Wales, Australia) (ACE '05), pp. 109-116. , Australian Computer Society, Inc., AUS; Zeidner, M., Essay versus multiple-choice type classroom exams: The student's perspective (1987) The Journal of Educational Research, 80 (6), pp. 352-358. , https://doi.org/10.1080/00220671.1987.10885782arXiv:https://doi.org/10.1080/00220671.1987.10885782, 1987)},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Munasinghe2021106,
author={Munasinghe, B. and Bell, T. and Robins, A.},
title={Teachers' understanding of technical terms in a Computational Thinking curriculum},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={106-114},
doi={10.1145/3441636.3442311},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103237139&doi=10.1145%2f3441636.3442311&partnerID=40&md5=b5a90e4f7c0c2d8f0651cc7e186d0766},
affiliation={University of Cantebury, New Zealand; University of Otago, New Zealand},
abstract={Teachers new to computing who are not familiar with technical "jargon"can feel like they have landed in a foreign world, making them reluctant to take on the subject, and potentially leading to misconceptions and misunderstandings in the classroom. The diversity of technical words, metaphors, and phrases in different contexts can make their meanings confusing, ambiguous or misunderstood for the diverse user groups in computing education. Therefore, understanding the nature of the commonly claimed difficulties and confusion caused by computer jargon among teachers becomes important for finding ways to address this issue. This paper presents the findings of an empirical study conducted to understand the nature of teachers' understanding of computational terms (jargon) related to Computational Thinking concepts, and how a relevant professional development intervention can help to resolve issues related to them. The results indicate that the nature of the teachers' understanding of computational terms can be either that the computational meaning is not known, that the computational context is unclear, or their applicability is unclear. Concerns about teachers finding computer jargon difficult to understand can be because the computational context in which they are applied makes them difficult for teachers to understand, rather than not knowing their meanings in the first place. Moreover, appropriate support can enable teachers to learn the techniques and skills that the terminology refers to. © 2021 ACM.},
keywords={Computational thinking;  jargon;  K-12;  Professional development;  Teachers},
keywords={Education computing, Computational thinkings;  Computing education;  Empirical studies;  Professional development;  Teachers';  Technical terms;  User groups, Curricula},
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(2011) Acm Inroads, 2 (1), pp. 48-54. , https://doi.org/10.1145/1929887.1929905, 2011); Batur, F., Strobl, J., (2019) Discipline-Specifc Language Learning in a Mainstream Computer Science Classroom: Using a Genre-Based Approach, pp. 1-4; Butterfeld, A., Ngondi, G.E., (2016) A Dictionary of Computer Science (Seventh Ed.), , Oxford University Press, New York, NY, United States of Amer-ica;Oxford, United Kingdom;; Charles, B., Brent, C., Joseph, P., New Academic Word List-New General Service List, , http://www.newgeneralservicelist.org/nawl-new-Academic-word-list, [n.d.], Retrieved March 12, 2020 from; Charles, B., Brent, C., Joseph, P., New General Service List, , http://www.newgeneralservicelist.org, [n.d.], Retrieved March 12, 2020 from; Christensson, P., Glossary of Computer and Internet Terms, , https://pc.net/glossary, [n.d.], Retrieved September 14, 2020 from; Colburn, T.R., Shute, G.M., Metaphor in computer science (2008) Journal of Applied Logic, 6 (4), pp. 526-533. , 2008; Corradini, I., Lodi, M., Nardelli, E., Computational thinking in italian schools: Quantitative data and teachers' sentiment analysis after two years of programma il futuro (2017) Proceedings of the 2017 Acm Conference on Innovation and Technology in Computer Science Education (Bologna, Italy) (ITiCSE '17), pp. 224-229. , https://doi.org/10.1145/3059009.3059040, Association for Computing Machinery, New York, NY, USA; Curzon, P., McOwan, P.W., Plant, N., Meagher, L.R., (2014) Introducing Teachers to Computational Thinking Using Unplugged Storytelling (WiPSCE '14), pp. 89-92. , https://doi.org/10.1145/2670757.2670767, Association for Computing Machinery, New York, NY, USA; Cutts, Q., Connor, R., Michaelson, G., Donaldson, P., Code or (not code): Separating formal and natural language in cs education (2014) Proceedings of the 9th Workshop in Primary and Secondary Computing Education (Berlin, Germany) (WiPSCE '14), pp. 20-28. , https://doi.org/10.1145/2670757.2670780, Association for Computing Machinery; Diethelm, G.J., Lampe, I.T., Language and computing (2018) Computer Science Education: Perspectives on Teaching and Learning in School, , Bloomsbury Publishing Plc; Diethelm, I., Goschler, J., (2014) On Human Language and Terminology Used for Teaching and Learning CS/Informatics (WiPSCE '14), pp. 122-123. , https://doi.org/10.1145/2670757.2670765, Association for Computing Machinery, New York, NY, USA; Diethelm, I., Goschler, J., (2015) Questions on Spoken Language and Terminology for Teaching Computer Science (ITiCSE '15), pp. 21-26. , https://doi.org/10.1145/2729094.2742600, Association for Computing Machinery, New York, NY, USA; Ertmer, P.A., Ottenbreit-Leftwich, A.T., Teacher technology change: How knowledge, confdence, beliefs, and culture intersect (2010) Journal of Research on Technology in Education, 42 (3), pp. 255-284. , 2010; Foriŝek, M., Steinová, M., (2012) Metaphors and Analogies for Teaching Algorithms, pp. 15-20; Foriŝek, M., Steinová, M., (2013) Explaining Algorithms Using Metaphors (2013 Ed.), , Springer, London;New York;; Good, J., Howland, K., Programming language, natural language? 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[n.d.], Retrieved August 18, 2020 from; Programming Language, , https://en.wikipedia.org/wiki/Programming-language, the free encyclopedia Simple English Wikipedia. [n.d.], Retrieved July 24, 2020 from; Soloway, E., Bonar, J., Ehrlich, K., (1983) Cognitive Strategies and Looping Constructs: An Empirical Study., pp. 853-860; Storm, J., Dictionary of Computer Jargon, , http://www.jonstorm.com/glossary, [n.d.], Retrieved September 14, 2020 from; Thompson, D., Bell, T., Andreae, P., Robins, A., The role of teachers in implementing curriculum changes (2013) Proceeding of the 44th Acm Technical Symposium on Computer Science Education (Denver, Colorado, USA) (SIGCSE '13), pp. 245-250. , https://doi.org/10.1145/2445196.2445272, Association for Computing Machinery, New York, NY, USA; Programming Language Defnition, , https://www.webopedia.com/TERM/P/programming-language.html, Webopedia. [n.d.], Retrieved July 24, 2020 from; Wing, J.M., Computational thinking (2006) Commun. Acm, 49 (3), pp. 33-35. , https://doi.org/10.1145/1118178.1118215, March 2006; Gretter, S., Good, J., Yadav, A., McLean, T., Computational thinking in teacher education (2017) Emerging Research, Practice, and Policy on Computational Thinking, , Springer},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Suselo201996,
author={Suselo, T. and Wünsche, B.C. and Luxton-Reilly, A.},
title={Technologies and Tools to Support Teaching and Learning Computer Graphics: A Literature Review},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={96-105},
doi={10.1145/3286960.3286972},
note={cited By 5; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061253138&doi=10.1145%2f3286960.3286972&partnerID=40&md5=7dd694cb87c70705c77890c9f69a5af0},
affiliation={University of Auckland, Auckland, New Zealand},
abstract={Teaching computer graphics using traditional methods such as textbooks, whiteboards, presentation slides, websites, and so forth, can be challenging. There are two reasons for this: Computer graphics combines a variety of skills, such as programming, mathematics, art, and spatial reasoning; and computer graphics involves many 3D concepts such as geometry, transformations, illumination and shading, projections and mappings. Hence computer graphics is often best learned by experimenting with computer graphics concepts and interacting with the resulting renderings. Over the past three decades a variety of tools and technologies have been proposed to improve computer graphics learning. Technological changes over this period have affected what material is taught and how it is taught, as well as have opened new avenues to support computer graphics teaching. In this literature study, we will identify technologies and tools that have been used in the process of teaching and learning computer graphics, we classify them, and discuss to what extend they assist learning. © 2019 Association for Computing Machinery.},
keywords={Computer Graphics;  Computer Science Education;  Learning;  Teaching;  Technologies;  Tools},
keywords={Computer graphics;  Education computing;  FORTH (programming language);  Teaching;  Three dimensional computer graphics;  Tools, Computer Science Education;  Learning;  Literature reviews;  Literature studies;  Presentation slides;  Teaching and learning;  Technological change;  Tools and technologies, Engineering education},
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Coll., 20 (4), pp. 221-226. , http://dl.acm.org/citation.cfm?id=1047846.1047881, April 2005; Cunningham, S., Re-inventing the introductory computer graphics course: Providing tools for a wider audience (2000) Computers & Graphics, 24 (2), pp. 293-296. , 2000; Cunningham, S., Shiflet, A.B., Computer graphics in undergraduate computational science education (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, 2003, pp. 372-375. , Reno, Nevada, USA, February 19-23, 2003; Dharaskar, R., Dixit, R., Mendole, P.S., Bajpayee, V., Choube, N., Creative technique for developing e-learning software for computer graphics (2005) National Conference on Next Generation IT: Documenting the Future Gyanodaya, GGITS, pp. 18-20. , Jabalpur, Madhya Pradesh; Dias, P., Madeira, J., Sousa Santos, B., Using VTK as a tool for teaching and applying computer graphics (2006) EG Education Papers, pp. 61-67. , Judy Brown and Werner Hansmann (Eds.). The Eurographics Association; Próspero Dos Santos, M., Computer graphics in the scope of informatics engineering education (2001) Computers & Graphics, 25 (5), pp. 909-915. , (2001), Article 1; Elyan, E., Enhanced interactivity and engagement: Learning by doing to simplify mathematical concepts in computer graphics and animation (2012) Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON) (EDUCON), pp. 1-8. , IEEE; Robin, Y., Flatland, Using visualization tools to develop geometric reasoning skills in a computer graphics course (2002) Journal of Computer Science Coll., 17 (6), pp. 150-160. , http://dl.acm.org/citation.cfm?id=775742.775768, May 2002; Galvez, A., Iglesias, A., Corcuera, P., An introductory computer graphics course in the context of the european space of higher education: A curricular approach (2008) International Conference on Computational Science (Lecture Notes in Computer Science), 5102, pp. 715-724. , Springer; Augusto Gomes, G., Harb Manssour, I., SIECG - An interactive tool to teach computer graphics (2003) 16th Brazilian Symposium on Computer Graphics and Image Processing (SIBGRAPI '03), p. 1. , http://lhf.impa.br/sib2003/p028/index.htmlposter, IEEE Computer Society, Brazil; Hitchner, L.E., Sowizral, H.A., Adapting computer graphics curricula to changes in graphics (2000) Computers & Graphics, 24 (2), pp. 283-288. , (2000), Article 1; Hodgkinson, B., Lutteroth, C., Wünsche, B.C., GlGet-Feedback - Towards automatic feedback and assessment for OpenGL 3D modelling assignments (2016) Proceedings of Image and Vision Computing New Zealand (IVCNZ 2016), pp. 1-6; Hui, P., Shanmei, L., Xiu, J., Ruifang, Z., Ability-oriented teaching reform for computer graphics (2012) 2012 7th International Conference on Computer Science & Education (ICCSE), 6, pp. 1908-1911. , IEEE; Ivanova, M., Ivanov, G., Communications in computer and information science: Using marker augmented reality technology for spatial space understanding in computer graphics (2011) Digital Information and Communication Technology and Its Applications (Proc. of DICTAP 2011), pp. 368-379. , Hocine Cherifi, Jasni Mohamad Zain, and Eyas El-Qawasmeh (Eds.). 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Graph., 30 (3), pp. 33-35. , Aug. 1996; Nikolic, D., Shene, C., Graphics mentor: A tool for learning graphics fundamentals (2002) Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education (SIGCSE '02), pp. 242-246. , ACM, New York, NY, USA; Nishino, H., Sueyasu, S., Kagawa, T., Utsumiya, K., A CG learning tool with guided programming environment (2011) 2011 14th International Conference on Network-Based Information Systems (ICNIS '11), 1, pp. 423-432. , IEEE; Nodelman, V., Learning computer graphics by programming: Linking theory and practice (2003) Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '03), pp. 261-261. , ACM, New York, NY, USA; Oberdörfer, S., Heidrich, D., Erich Latoschik, M., Interactive gamified virtual reality training of affine transformations (2017) Proceedings of Pre-Conference-Workshops 15th E-Learning Fachtagung Informatik (DeLFI-WS 2017), pp. 1-12; Scott Owen, G., Teaching computer graphics using renderman (1992) Proceedings of the Twenty-third SIGCSE Technical Symposium on Computer Science Education (SIGCSE '92), pp. 304-308. , ACM, New York, NY, USA; 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Sung, K., Shirley, P., A top-down approach to teaching introductory computer graphics (2004) Computers and Graphics (Pergamon), 28, pp. 383-391. , (April 2004), Article 28; Suselo, T., Wünsche, B.C., Luxton-Reilly, A., The journey to improve teaching computer graphics: A systematic review (2017) Proceedings of the 25th International Conference on Computers in Education (ICCE 2017), pp. 361-366. , APSCE, Christchurch, New Zealand; Suselo, T., Wünsche, B.C., Luxton-Reilly, A., Mobile augmented reality as a teaching medium in an introductory computer graphics course (2018) Proceedings of the 6th International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2018), pp. 1-5. , Auckland, New Zealand; Taxén, G., Teaching computer graphics constructively (2003) ACM SIGGRAPH 2003 Educators Program (SIGGRAPH '03), pp. 1-4. , ACM, New York, NY, USA; Tori, R., Bernardes, J.L., Jr., Nakamura, R., Teaching introductory computer graphics using Java 3D, games and customized software: A Brazilian experience (2006) ACM SIGGRAPH 2006 Educators Program (SIGGRAPH '06), p. 12. , ACM, New York, NY, USA; Wünsche, B.C., Chen, Z., Shaw, L., Suselo, T., Leung, K., Dimalen, D., Van Der Mark, W., Lobb, R., Automatic assessment of opengl computer graphics assignments (2018) Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018), pp. 81-86. , ACM, New York, NY, USA; Wünsche, B.C., Huang, E., Shaw, L., Suselo, T., Leung, K., Dimalen, D., Van Der Mark, W., Lobb, R., Coderunnergl - An interactive web-based tool for computer graphics teaching and assessment (2019) Proceedings of the 18th International Conference on Electronics, Information, and Communication (ICEIC 2019), 7. , [Accepted for publication]; Yang, L., Sanver, M., Web-based interactive 3d visualization for computer graphics education (2002) Proceedings of the First International Conference on Advances in Web-Based Learning (ICWL '02), 1, pp. 423-432. , http://dl.acm.org/citation.cfm?id=645551.659320, Springer-Verlag, London, UK, UK},
correspondence_address1={Suselo, T.; University of AucklandNew Zealand; email: tsus609@aucklanduni.ac.nz},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Malhotra20191,
author={Malhotra, V.M. and Anand, A.},
title={Teaching a University-Wide Programming Laboratory: Managing a C Programming Laboratory for a Large Class with Diverse Interests},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={1-10},
doi={10.1145/3286960.3286961},
note={cited By 1; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061243076&doi=10.1145%2f3286960.3286961&partnerID=40&md5=34cb7cebed9083ee6beefb7642c8cded},
affiliation={Department of Computer Science and Engineering, Indian Institute of Technology, Guwahati, North Guwahati, Assam, 781 039, India},
abstract={Programming is an essential and compulsory subject for all engineering and physical sciences undergraduate students in our institution. The teaching, in C, is covered through two subjects that are separately enrolled and assessed, but closely coordinated: One subject is lecture-based and the other is laboratory-only. The diverse interests, backgrounds, and previous experiences of over 700 students in each class constitute both a challenge and an opportunity for innovative teaching practices. This paper describes experiences following recent changes in the organisation and management of the laboratory-based programming subject. The change to a less traditional organisation has reduced the number of failing students in the subject from over 100 in 2017 to just 14 in 2018. The new arrangements provide a clearer recognition of the students' programming abilities through their grades in the programming laboratory subject, while allowing us to provide suitable challenges and enhanced programming skills to the students who already have significant computer and programming experiences from their school studies. © 2019 Association for Computing Machinery.},
keywords={Assessing programming skills;  C programming;  Compulsory programming courses for engineering and Science students;  First-year programming;  Programming laboratory},
keywords={Education computing;  Laboratories;  Students, C programming;  First year programming;  Innovative teaching practices;  Programming ability;  Programming course;  Programming experience;  Programming skills;  Undergraduate students, C (programming language)},
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(2016) Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 278-283. , ACM, New York, NY, USA; Schleimer, S., Wilkerson, D.S., Aiken, A., Winnowing: Local algorithms for document fingerprinting (2003) Proceedings of the 2003 ACM SIGMOD International Conference on Management of Data (SIGMOD '03), pp. 76-85. , ACM, New York, NY, USA; Sheard, J., Morgan, M., Butler, M., Falkner, K., Simon, Weerasinghe, A., Assessment in first-year ICT education in Australia: Research and practice (2015) 17th Australasian Computing Education Conference (ACE 2015) (CRPIT), 160, pp. 91-99. , http://crpit.com/confpapers/CRPITV160Sheard.pdf, D D'Souza and K. Falkner (Eds.), ACS, Sydney, Australia; Sheard, J., Simon, Dermoudy, J., D'Souza, D., Hu, M., Parsons, D., Benchmarking a set of exam questions for introductory programming (2014) Sixteenth Australasian Computing Education Conference (ACE2014) (CRPIT), 148, pp. 113-121. , http://crpit.com/confpapers/CRPITV148Sheard.pdf, J. Whalley and D. D'ouza (Eds.), ACS, Auckland, New Zealand; Skudder, B., Luxton-Reilly, A., Worked examples in computer science (2014) Proceedings of the Sixteenth Australasian Computing Education Conference - Volume 148 (ACE '14), pp. 59-64. , http://dl.acm.org/citation.cfm?id=2667490.2667497, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Teague, D., A people-first approach to programming (2009) Eleventh Australasian Computing Education Conference (ACE 2009) (CRPIT), 95, pp. 171-179. , Margaret Hamilton and Tony Clear (Eds.), ACS, Wellington, New Zealand; (2018) Education with Integrity: Your Culture of Academic Integrity Begins with Turnitin, , https://www.turnitin.com/, Turnitin. Retrieved 21 October 2008; Vamplew, P., Dermoudy, J., An anti-plagiarism editor for software development courses (2005) Seventh Australasian Computing Education Conference (ACE2005) (CRPIT), 42, pp. 83-90. , Alison Young and Denise Tolhurst (Eds.), ACS, Newcastle, Australia; Whalley, J., Kasto, N., How difficult are novice code writing tasks? A software metrics approach (2014) Sixteenth Australasian Computing Education Conference (ACE2014) (CRPIT), 148, pp. 105-112. , http://crpit.com/confpapers/CRPITV148Whalley.pdf, J. Whalley and D. D'ouza (Eds.), ACS, Auckland, New Zealand; (2018) Keller Plan, , https://en.wikipedia.org/wiki/Keller-Plan, Wikipedia. Retrieved 21 October 2018},
correspondence_address1={Malhotra, V.M.; Department of Computer Science and Engineering, India; email: vmm@iitg.ac.in},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Luxton-Reilly201726,
author={Luxton-Reilly, A. and Petersen, A.},
title={The compound nature of novice programming assessments},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={26-35},
doi={10.1145/3013499.3013500},
note={cited By 19; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014943360&doi=10.1145%2f3013499.3013500&partnerID=40&md5=daf43ef45eb5ae572eab020b187054df},
affiliation={Dept. of Computer Science, University of Auckland, New Zealand; Dept. of Mathematical and Computational Sciences, University of Toronto, Mississauga, Canada},
abstract={Failure rates in introductory programming courses are notoriously high, and researchers have noted that students struggle with the assessments that we typically use to evaluate programming ability. Current assessment practices in introductory courses consist predominantly of questions that involve a multitude of different concepts and facts. Students with fragile knowledge in any of the areas required may be unable to produce a working solution, even when they may know most of the required material. These assessments also make it dificult for a teacher to distinguish between the specific information that a student does and does not know. In this paper, we analyse examination questions used to assess novice programming at the syntax level and describe the extent to which each syntax component is used across the various examination questions. We also explore the degree to which questions involve multiple syntax elements as an indicator of how independently concepts are examined. © 2017 Copyright held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Assessments;  Concepts;  CS1;  Exams;  Novice programming;  Questions;  Syntax},
keywords={Education;  Failure analysis;  Syntactics;  Teaching, Assessments;  Concepts;  Exams;  Novice programming;  Questions;  Syntax, Students},
references={Becker, B.A., An effective approach to enhancing compiler error messages (2016) Proc. 47th ACM Technical Symposium on Computing Science Education, SIGCSE '16, pp. 126-131; Bennedsen, J., Caspersen, M.E., Assessing process and product a practical lab exam for an introductory programming course (2006) Proc. Frontiers in Education. 36th Annual Conference, pp. 16-21; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) SIGCSE Bull, 39 (2), pp. 32-36; Bornat, R., Dehnadi, S., Simon, Mental models, consistency and programming aptitude (2008) Proc. 10th Conference on Australasian Computing Education, ACE '08, pp. 53-61; Denny, P., Luxton-Reilly, A., Carpenter, D., Enhancing syntax error messages appears ineffectual (2014) Proc. 19th Conference on Innovation and Technology in Computer Science Education, ITiCSE '14, pp. 273-278; Denny, P., Luxton-Reilly, A., Hamer, J., Purchase, H., Coverage of course topics in a student generated MCQ repository (2009) Proc. 14th Conference on Innovation and Technology in Computer Science Education, ITiCSE'09, pp. 11-15; Denny, P., Luxton-Reilly, A., Simon, B., Evaluating a new exam question: Parsons problems (2008) Proc. 4th International Workshop on Computing Education Research, ICER'08, pp. 113-124; Denny, P., Luxton-Reilly, A., Tempero, E., All syntax errors are not equal (2012) Proc. 17th Conference on Innovation and Technology in Computer Science Education, ITiCSE '12, pp. 75-80; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., Understanding the syntax barrier for novices (2011) Proc. of the 16th Conf. on Innovation and Technology in Computer Science Education, ITiCSE '11, pp. 208-212. , New York, NY, USA, ACM; Goldman, K., Gross, P., Heeren, C., Herman, G.L., Kaczmarczyk, L., Loui, M.C., Zilles, C., Setting the scope of concept inventories for introductory computing subjects (2010) Trans. Comput. Educ, 10 (2), pp. 51-529. , June; Harland, J., D'Souza, D., Hamilton, M., A comparative analysis of results on programming exams (2013) Proc. 15th Australasian Computing Education Conference, ACE '13, pp. 117-126; Kasto, N., Whalley, J., Measuring the dificulty of code comprehension tasks using software metrics (2013) Proc. 15th Australasian Computing Education Conference, ACE '13, pp. 59-65; Kinnunen, P., Malmi, L., Why students drop out cs1 course? (2006) Proc. 2nd International Workshop on Computing Education Research, ICER '06, pp. 97-108; Kinnunen, P., Malmi, L., CS minors in a CS1 course (2008) Proc. 4th International Workshop on Computing Education Research, ICER '08, pp. 79-90; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) SIGCSE Bull, 36 (4), pp. 119-150. , June; Lister, R., D'Souza, D., Hamilton, M., Kay, J., Sheard, J., Corney, M., Fidge, C., Teague, D., Toward a shared understanding of competency in programming: An invitation to the babelnot project (2012) Proc. 14th Australasian Computing Education Conference, ACE '12, pp. 53-60; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy (2006) SIGCSE Bull, 38 (3), pp. 118-122. , June; Lobb, R., Harlow, J., Coderunner: A tool for assessing computer programming skills (2016) ACM Inroads, 7 (1), pp. 47-51. , Feb; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Proc. 4th International Workshop on Computing Education Research, ICER'08, pp. 101-112; Luxton-Reilly, A., Learning to program is easy (2016) Proc. of the 21st Conference on Innovation and Technology in Computer Science Education, ITiCSE '16, pp. 284-289. , New York, NY, USA, ACM; Luxton-Reilly, A., Denny, P., Kirk, D., Tempero, E., Yu, S.-Y., On the differences between correct student solutions (2013) Proc. 18th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE '13, pp. 177-182; Marceau, G., Fisler, K., Krishnamurthi, S., Measuring the effectiveness of error messages designed for novice programmers (2011) Proc. 42nd ACM Technical Symposium on Computer Science Education, SIGCSE '11, pp. 499-504; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) SIGCSE Bull, 33 (4), pp. 125-180. , Dec; Moore, D., Parrish, A., Cordes, D., Analyzing syntax error patterns among novice programmers (1997) Proc. 35th Annual Southeast Regional Conference, ACM-SE 35, pp. 188-190; Murphy, L., Fitzgerald, S., Lister, R., McCauley, R., Ability to explain in plain english' linked to proficiency in computer-based programming (2012) Proc. 9th International Conference on International Computing Education Research, ICER '12, pp. 111-118; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 exam question content (2011) Proc. 42nd ACM Technical Symposium on Computer Science Education, SIGCSE '11, pp. 631-636; Robins, A., Learning edge momentum: A new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; Robins, A., Haden, P., Garner, S., Problem distributions in a CS1 course (2006) Proc. 8th Australasian Conference on Computing Education, ACE '06, pp. 165-173; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13, pp. 137-172; Schulte, C., Bennedsen, J., What do teachers teach in introductory programming? (2006) Proc. 2nd International Workshop on Computing Education Research, ICER'06, pp. 17-28; Sheard, J., Carbone, S.A., Chinn, D., Clear, T., Corney, M., D'Souza, D., Fenwick, J., Teague, D., How dificult are exams?: A framework for assessing the complexity of introductory programming exams (2013) Proc. 15th Australasian Computing Education Conference, ACE '13, pp. 145-154; Sheard, J., Carbone, S.A., Chinn, D., Laakso, M.-J., Clear, T., De Raadt, M., D'Souza, D., Warburton, G., Exploring programming assessment instruments: A classification scheme for examination questions (2011) Proc. 7th International Workshop on Computing Education Research, ICER '11, pp. 33-38; Sheard, J., Carbone, S.A., D'Souza, D., Hamilton, M., Assessment of programming: Pedagogical foundations of exams (2013) Proc. 18th Conference on Innovation and Technology in Computer Science Education, ITiCSE '13, pp. 141-146; Shuhidan, S., Hamilton, M., D'Souza, D., A taxonomic study of novice programming summative assessment (2009) Proc. 11th Australasian Conference on Computing Education, ACE '09, pp. 147-156; Chinn, S.D., De Raadt, M., Philpott, A., Sheard, J., Laakso, M.-J., D'Souza, D., Skene, J., Warburton, G., Introductory programming: Examining the exams (2012) Proc. 14th Australasian Computing Education Conference, ACE '12, pp. 61-70; D'Souza, S.D., Sheard, J., Harland, J., Carbone, A., Laakso, M.-J., Can computing academics assess the dificulty of programming examination questions? (2012) Proc. 12th Koli Calling International Conference on Computing Education Research, Koli Calling '12, pp. 160-163; Sinclair, J., Kalvala, S., Exploring societal factors affecting the experience and engagement of first year female computer science undergraduates (2015) Proc. 15th Koli Calling Conference on Computing Education Research, Koli Calling '15, pp. 107-116; Spohrer, J.C., Soloway, E., Novice mistakes: Are the folk wisdoms correct? (1986) Commun. ACM, 29 (7), pp. 624-632. , July; Steffk, A., Siebert, S., An empirical investigation into programming language syntax (2013) Trans. Comput. Educ, 13 (4), pp. 191-1940. , Nov; Teague, D., Lister, R., Longitudinal think aloud study of a novice programmer (2014) Proc. 16th Australasian Computing Education Conference, ACE '14, pp. 41-50; Teague, D., Lister, R., Programming: Reading, writing and reversing (2014) Proc. 19th Conference on Innovation and Technology in Computer Science Education, ITiCSE '14, pp. 285-290; Tew, A.E., Guzdial, M., The FCS1: A language independent assessment of CS1 knowledge (2011) Proc. 42nd ACM Technical Symposium on Computer Science Education, SIGCSE '11, pp. 111-116; Watson, C., Li, F.W., Failure rates in introductory programming revisited (2014) Proc. 19th Conference on Innovation and Technology in Computer Science Education, ITiCSE '14, pp. 39-44; Whalley, J., Clear, T., Robbins, P., Thompson, E., Salient elements in novice solutions to code writing problems (2011) Proc. 13th Australasian Computing Education Conference, ACE '11, pp. 37-46; Whalley, J., Kasto, N., How dificult are novice code writing tasks?: A software metrics approach (2014) Proc. 16th Australasian Computing Education Conference, ACE '14, pp. 105-112; Whalley, J.L., Lister, R., The bracelet 2009.1 (wellington) specification (2009) Proc. of the 11th Australasian Conference on Computing Education, ACE '09, pp. 9-18. , Darlinghurst, Australia},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Whalley201790,
author={Whalley, J. and Goldweber, M. and Ogier, H.},
title={Student values and interests in capstone project selection},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={90-94},
doi={10.1145/3013499.3013508},
note={cited By 5; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014940922&doi=10.1145%2f3013499.3013508&partnerID=40&md5=0af5fea45e69c3af831330e1c66aa406},
affiliation={Auckland University of Technology, Private Bag 92006, Wellesley Street, Auckland, 1142, New Zealand; Xavier University, 3800 Victory Parkway, Cincinnati, OH  45207, United States},
abstract={In this paper, we present an exploration of the values which students consider when selecting their capstone project. The five core values considered were difficulty, experience gained, social value, fun, and topic familiarity. Students were surveyed and asked to indicate the level of importance they placed on each of these core values. Difficulty and experience gained were found to be the values considered most important. Students who placed more emphasis on fun and very little on difficulty were found to be more likely to perform poorly on the project. Further work is suggested to refine the survey instrument used and to investigate the reasons behind student priorities. © 2017 ACM.},
keywords={Capstone;  Clustering;  Principal component analysis;  Project;  Student values},
keywords={Education;  Principal component analysis;  Surveys, Capstone;  Capstone projects;  Clustering;  Core values;  Further works;  Project;  Social values;  Survey instruments, Students},
references={Anderson, R.J., An approach to integrating ictd projects into an undergraduate curriculum (2010) Proceedings of the 41st ACM Technical Symposium on Computer Science Education, pp. 529-533. , New York, NY, USA, 2010; Chinn, D., Vandegrift, T., Uncovering student values for hiring in the software industry (2008) Journal on Educational Resources in Computing, 7 (4), pp. 1-25. , 2008; Christensen, K., Rundus, D., The capstone senior design course: An initiative in partnering with industry (2003) Proceedings Frontiers in Education Conference, FIE, 3, pp. S2B12-S2B17. , 2003; Everitt, B.S., Hothorn, T., (2009) A Handbook of Statistical Analyses Using R, Second Edition, , Chapman & Hall/CRC; Fedoruk, A., Student initiated capstone projects (2014) Proceedings of the 15th Annual Conference on Information Technology Education SIGITE ' 14, pp. 65-70. , 2014; Goldweber, M., A framework for enhancing the social good in computing education : A values approach (2013) ACM Inroads, 4 (1), pp. 58-79. , 2013; Hartigan, J.A., Wong, M.A., Algorithm as 136: A k-means clustering algorithm (1979) Journal of the Royal Statistical Society. Series C (Applied Statistics, 28 (1), pp. 100-108. , 1979; Ikonen, M., Kurhila, J., Discovering highimpact success factors in capstone software projects (2009) Proceedings of the 10th ACM Conference on SIGinformation Technology Education SIGITE ' 09, p. 235. , 2009; Lawrence, G., (1994) People Types and Tiger Stripes, , Center for Applications of Psychological Types, Gainesville, FL; Layman, L., Note to self: Make assignments meaningful (2007) SIGCSE 2007: 38th SIGCSE Technical Symposium on Computer Science Education, pp. 459-463. , 2007; Layman, L., Personality types, learning styles, and an agile approach to software engineering education (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 428-432. , 2006; Leidig, P.M., The use of community-based non-profit organizations in information systems capstone projects (2006) SIGCSE Bull, 38 (3), pp. 148-152. , Jun. 2006; Margolis, J., Fisher, A., (2002) Unlocking the Clubhouse : Women in Computing, , Cambridge, Mass. : MIT Press, [ 2002]; Mohan, S., Towards a better capstone experience (2012) Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, pp. 111-116. , New York, NY, USA, 2012; (2015) R: A Language and Environment for Statistical Computing; (2016) Survey Monkey, , https://www.surveymonkey.com/, Accessed: 2016-08-06},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Craig2016,
author={Craig, M. and Petersen, A.},
title={Student difficulties with pointer concepts in C},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843348},
art_number={a8},
note={cited By 8; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962570307&doi=10.1145%2f2843043.2843348&partnerID=40&md5=44c4a5e9875c21710a2738c17dc36649},
affiliation={University of Toronto, Toronto, Canada; University of Toronto Mississauga, Mississauga, Canada},
abstract={C has long been a popular language of instruction, partly because of the interface to memory exposed by pointers. However, pointers are difficult to use correctly, even for students who already have experience with basic control structures and a memory model. In this study, we define a set of key pointer concepts, presented as a taxonomy, and then evaluate their difficulty by mining submissions to a set of online lab exercises that focus on the concepts in our taxonomy. The set of exercises analyzed includes multiple-choice questions designed to evaluate pre- and post-lab understanding of pointer topics. We use these questions to place the topics in the taxonomy in a rough order of difficulty. Additionally, we analyze student submissions to coding exercises, revealing inefficient behaviours students use to solve pointer problems and identifying the most common errors committed. Copyright 2016 ACM.},
keywords={Memory;  Novice programmers;  Pointers},
keywords={Coding errors;  Data storage equipment;  Students;  Taxonomies, Basic control structures;  Memory modeling;  Multiple choice questions;  Novice programmer;  Pointers, C (programming language)},
references={Adcock, B., Bucci, P., Heym, W.D., Hollingsworth, J.E., Long, T., Weide, B.W., Which pointer errors do students make? (2007) SIGCSE Bulletin, 39 (1), pp. 9-13; Allevato, A., Edwards, S.H., Pérez-Quiñones, M.A., Dereferee: Exploring pointer mismanagement in student code (2009) SIGCSE Bulletin, 41 (1), pp. 173-177; Boustedt, J., Eckerdal, A., McCartney, R., Moström, J.E., Ratcliffe, M., Sanders, K., Zander, C., Threshold concepts in computer science: Do they exist and are they useful? (2007) SIGCSE Bulletin, 39 (1), pp. 504-508; Du Boulay, B., Some difficulties of learning to program (1986) Journal of Educational Computing Research, 2 (1), pp. 57-73; Egan, M.H., McDonald, C., Program visualization and explanation for novice C programmers (2014) Proceedings of the Sixteenth Australasian Computing Education Conference, ACE'14, pp. 51-57; Goldman, K., Gross, P., Heeren, C., Herman, G., Kaczmarczyk, L., Loui, M.C., Zilles, C., Identifying important and difficult concepts in introductory computing courses using a delphi process (2008) SIGCSE Bulletin, 40 (1), pp. 256-260; Kumar, A.N., Data space animation for learning the semantics of C++ pointers (2009) SIGCSE Bulletin, 41 (1), pp. 499-503. , Mar; Lahtinen, E., Ala-Mutka, K., Järvinen, H.-M., A study of the difficulties of novice programmers (2005) SIGCSE Bulletin, 37 (3), pp. 14-18; Marchena Parreira, D., Petersen, A., Craig, M., PCRS-C: Helping students learn C (2015) Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE'15, p. 347; Milne, I., Rowe, G., Difficulties in learning and teaching programming - Views of students and tutors (2002) Education and Information Technologies, 7 (1), pp. 55-66; Pike, S.M., Weide, B.W., Hollingsworth, J.E., Checkmate: Cornering C++ dynamic memory errors with checked pointers (2000) SIGCSE Bulletin, 32 (1), pp. 352-356. , Mar; Postner, L., Turns, J., Using facet-based assessment to understand introductory programming students knowledge (2002) Frontiers in Education; Sorva, J., Students' understandings of storing objects (2007) Proceedings of the Seventh Baltic Sea Conference on Computing Education Research, 88, pp. 127-135; Sorva, J., The same but different students' understandings of primitive and object variables (2008) Proceedings of the 8th International Conference on Computing Education Research, pp. 5-15; Zingaro, D., Cherenkova, Y., Karpova, O., Petersen, A., Facilitating code-writing in PI classes (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 585-590},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Jones2000153,
author={Jones, E.L.},
title={Software testing in the computer science curriculum - A holistic approach},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={153-157},
doi={10.1145/359369.359391},
note={cited By 29; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028946636&doi=10.1145%2f359369.359391&partnerID=40&md5=3bfe5ed45b38f73774b7112b701faabf},
affiliation={Florida A and M University, Tallahassee, FL  32307, United States},
abstract={Although testing accounts for 50% of the cost of software, it receives little treatment in most curricula. This paper presents some approaches to giving all students multiple, incremental exposures to software testing throughout the curriculum. A unifying framework is presented which identifies a minimal set of test experiences, skills and concepts students should accumulate. The holistic approach combines common test experiences in core courses, an elective course in software testing, and volunteer participation in a test laboratory. © 2000 ACM.},
keywords={Curricula;  Education;  Students, Computer science curricula;  Core course;  Elective course;  Holistic approach, Software testing},
references={Carrington, D., (1996) Teaching Software Testing. Proceedings of Second Australasian Conference on Computer Science Education, pp. 59-64; Dahl, O.J., Dijkstra, E.W., Hoare, C.A.R., (1972) Structured Programming. APIC Studies in Data Processing 8, , Academic Press; Hilburn, T.B., Towhidnejad, M., Software Quality: A Curriculum Postscript? Proceedings of the 31st (2000) SIGCSE Technical Symposium on Computer Science Education, pp. 167-171. , May; Humphrey, W.S., (1995) The Discipline of Software Engineering, , Addison-Wesley; Humphrey, W.S., (2000) Introduction to the Team Software Process, , Addison-Wesley; Jones, E.L., The SPRAE Framework for Teaching Software Testing in the Undergraduate Curriculum (2000) Proceedings of Symposium on Computing at Minority Institutions, , June 1-4; Jones, E.L., Grading Student Programs - A Software Testing Approach (2000) Journal of Computing in Small Colleges, , November, to appear; Myers, G.J., (1976) The Art of Software Testing, , John Wiley & Sons, New York; Osterweil, L., Strategic Directions in Software Quality (1996) ACM Computing Surveys, 28 (4), pp. 738-750. , December; Reek, K.A., The TRY System - Or - How to Avoid Testing Student Programs (1989) Proceedings SIGCSE Bulletin, 21 (1), pp. 112-116. , February; Whittaker, J.A., What is software testing? and why is it so hard? (2000) IEEE Software, 17 (1), pp. 70-79. , Jan},
correspondence_address1={Jones, E.L.; Florida A and M UniversityUnited States; email: ejones@cis.famu.edu},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Doube200071,
author={Doube, W.},
title={The impact on student performance of a change of language in successive introductory computer programming subjects},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={71-78},
doi={10.1145/359369.359379},
note={cited By 1; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028945729&doi=10.1145%2f359369.359379&partnerID=40&md5=b28741523a4227a379e7830fdf76bd51},
affiliation={Monash University Gippsland Campus, Switchback Road, Churchill, VIC  3843, Australia},
abstract={In 1998, in two consecutive introductory computer programming subjects, the implementation language changed from C++ to Java, in semester 1 for the first subject and semester 2 for the second subject 70% of students in the second subject had no previous exposure to Java mainly because of exemptions and part-time study mode course structure. Performance of the two groups was compared with final results from the years 1992 to 1997. No significant difference was found in the students who took Java at the first level. Although only slightly poorer, the reduced performance of the other group suggested that additional measures were required to assist their transition. Acquisition of object-oriented concepts and design approaches appeared to be the major source of difficulty. A number of compensatory measures were recommended including use of a language independent object-oriented design text and additional Java programming worked exercises. © 2000 ACM.},
keywords={C++ (programming language);  Computer programming;  Education;  Java programming language;  Students, Compensatory measure;  Design approaches;  Implementation languages;  Introductory computer programming;  Java programming;  Language independents;  Object-oriented concepts;  Student performance, Object oriented programming},
references={Bishop, J., (1998) Java Gently, , (2nd ed) Addison-Wesley; http://www.bluej.org/index.html; Budd, T., (1998) Understanding Object-Oriented Programming with Java, , Addison-Wesley; (1997) Dietel & Dietel Java How to Program, , Prentice Hall; Kenrighan, B.W., (1981) Why Pascal Is Not My Favorite Programming Language Murray Hill, , New Jersey: AT&T Bell Laboratories; Moylan, P.J., (1992) The Case Against C. Technical Report EE9240, , Australia: Department of Electrical and Computer Engineering, University of Newcastle, July; Roberts, E., Picard, A., (1998) Designing A Java Graphics Library for CS1, Proceedings of the 3rd Annual Conference on Integrating Technology into Computer Science Education, pp. 213-218. , Dublin, Ireland; Robertson, L.A., (1993) Simple Program Design (2nd Ed) Nelson; Robertson, L.A., (2000) Simple Program Design (3rd Ed) Nelson; Stroustrup, B., (1991) The C++ Programming Language: (2nd Ed), , Addison-Wesley; Weiss, M.A., (1998) Data Structures and Problem Solving Using Java, , Addison-Wesley},
correspondence_address1={Doube, W.; Monash University Gippsland Campus, Switchback Road, Australia; email: Wendy.Doube@lnfotech.monash.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Docherty200064,
author={Docherty, M. and Sutton, P. and Brereton, M. and Kaplan, S. and Brown, A.},
title={The information environments program - A new design based IT degree},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={64-70},
doi={10.1145/359369.359378},
note={cited By 0; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028932043&doi=10.1145%2f359369.359378&partnerID=40&md5=8bc2b90ad5404efe0871ea5ca2bc121f},
affiliation={Information Environments Program, School of Computer Science and Elec. Eng., University of Queensland, Ipswich, QLD  4305, Australia; Learning Resources Development Unit, Teaching and Education Development, Inst., University of Queensland, Ipswich, QLD  4305, Australia},
abstract={The University of Queensland has recently established a new design-focused, studio-based IT degree at a new "flexible-learning" campus. The Bachelor of Information Environments degree integrates the core subjects of the Bachelor of Information Technology degree along with a stream of design-based subjects covering Visual Thinking, Human Computer Interaction, Interactive Multimedia and Interaction Design. The core of the degree is the studio-stream, modelled on the architectural studio, in which students undertake open-ended design projects every semester. Studio-based learning immerses die students in the learning experience and involves teamwork, collaborative learning, interactive problem solving, presentations, and peer review. The studio projects also require the students to apply knowledge and skills gained in other subjects in new contexts, hence integrating and reinforcing previous learning. This paper describes the degree program, its curriculum and rationale, and reports on experiences in the first year of delivery. © 2000 ACM.},
keywords={Curriculum;  Design-based IT degree;  Information Environments;  Studio-based learning},
keywords={Computer hardware description languages;  Curricula;  Human computer interaction;  Interactive computer systems;  Multimedia systems;  Problem solving;  Students;  Studios, Collaborative learning;  Information environment;  Interaction design;  Interactive multimedia;  Interactive problem solving;  Learning experiences;  Open-ended designs;  University of Queensland, Education},
references={Brown, A., Designing for learning: What are the essential features of an effective online course? (1997) Australian Journal of Educational Technology, 13 (2), pp. 115-126. , Summer; Edwards, B., (1989) Drawing on the Right Side of the Brain: How to Unlock Your Hidden Artistic Talent 2nd Edition, , Harper Collins, London; Fettennan, D.M., (1998) Ethnography: Step by Step (Applied Social Research Methods Series, 17. , 2nd edition., Sage Publications, Thousand Oaks, California; Hooper Woolsey, K., Kim, S., Curtis, G., (1996) VizAbility Handbook and CDRom, , PWS Publishing, Boston, Massachusetts; Jonassen, D., Mayes, T., McAleese, R., A manifesto for a constructivist approach to uses of technology in higher education (1993) Designing Environments for Constructivist Learning, , In T. Duffy, J. Lowyck and D. Jonassen (Eds.), Springer-Verlag, Berlin Heidelberg; Jonassen, D., Reeves, T., Learning with technology: Using computers as cognitive tools (1996) Handbook of Research on Educational Communications and Technology, , In D. Jonassen (Ed.), Macmillan, New York; Lebow, D., (1993) Constructivist Values for Instructional Systems Design: Five Principles Toward A New Mindset Educational Technology Research and Development, 41 (3), pp. 4-16; McKim, R.H., (1980) Experiences in Visual Thinking, 2nd Edition, , PWS Publishing, Boston, Massachusetts; Oliver, R., (1998) Teaching and Learning on the World Wide Web: A Guide for Teachers Western Australia, , Edith Cowan University; Rittel, H.W.J., Webber, M.M., Dilemmas in a general theory of planning (1969) Policy Sciences, 4, pp. 155-173. , Elsevier Science; Shuell, T., Cognitive conceptions of learning (1986) Review of Educational Research, 56, pp. 411-436; Simon, H.A., (1977) The New Science of Management Decision, , Prentice-Hall Englewood Cliffs, NJ; Trevitt, C., Chalmers, D., (2000) Learning, Architecture, Planning and Design: An Empirical Investigation of Learning Spaces at the University of Queensland, , Conference paper to be published in the proceedings of the ASET/HERDSA Conference, Flexible Learning for a Flexible Society, USQ, Toowoomba, Queensland},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Bryant200019,
author={Bryant, K.},
title={Teaching a first-level programming course to management students: A flexible approach},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={19-25},
doi={10.1145/359369.359373},
note={cited By 1; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028927760&doi=10.1145%2f359369.359373&partnerID=40&md5=d8860152a9392f619b865586d1691630},
affiliation={School of Management, Griffith University, Brisbane, QLD, Australia},
abstract={Many universities are providing a flexible format in their teaching programmes. A wealth of literature exists on the various methods that many researchers have employed in providing a flexible learning environment for students. However, much of the current research focuses on instructional design and learner characteristics in general rather than on specific course areas. This study explores me use of a flexible approach to teaching management students the rudiments of programming in a business degree. The results of mis study indicate student performance has been enhanced through the use of the flexible learning approach and that they believe Web-based technologies provide an effective learning environment Further research is being conducted to extend these findings to other student cohorts. © 2000 ACM.},
keywords={Computer aided instruction;  Curricula;  Education;  Students, Effective Learning Environment;  Flexible Learning;  Instructional designs;  Programming course;  Research focus;  Student performance;  Teaching managements;  Web-based technologies, Teaching},
references={Chen, C., Rada, R., Interacting with Hypertext: A meta-analysis of Experimental Studies (1996) Human Computer Interaction, 11, pp. 125-126; Collis, B., New Didactics for University Instruction: Why and How? (1998) Computers and Education, 31, pp. 373-393; Dillon, A., Myths, Misconceptions and an Alternative View of Information Usage and the Electronic Medium (1996) Hypertext and Cognition, p. 2542. , in J. Rouet, et al (Eds), Ertbaum, Mahwah, NJ; Dillon, A., Gabbard, R., Hypermedia as an Educational Technology: A Review of the Quantitative Research Literature on Learner Comprehension, Control and Style (1998) Review of Educational Research, 68, pp. 322-349; Doll, W.J., Torkzadeh, G., The Measure of End-User Computing Satisfaction (1988) MIS Quarterly, 12, pp. 259-274; Gaies, S., Foreword (1989) Richness in Writing: Empowering ESL Students, pp. xi-xii. , in D. Johnson and D. Roen (Eds), Longman Publishing, White Plains, NY; Landauer, T., (1995) The Trouble with Computers, , MIT Press, Cambridge, MA; Laurillard, D., (1997) Rethinking University Teaching: A Framework for Effective Use of Educational Technology, , Routledge, London; Webster, J., Martocchio, J.J., Microcomputer Playfulness Development of a Measure with Workplace Implications (1992) MIS Quarterly, 16, pp. 201-226},
correspondence_address1={Bryant, K.; School of Management, Australia; email: k.bryant@mailbox.au.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hamer2000124,
author={Hamer, J. and Ferraro, A.},
title={The versatile list: A pathway to abstraction},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={124-128},
doi={10.1145/359369.359386},
note={cited By 0; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028911142&doi=10.1145%2f359369.359386&partnerID=40&md5=4040c4ab4af51c690c73e09ecba0f5bc},
affiliation={Department of Computer Science, University of Auckland, Auckland, New Zealand},
abstract={The humble "list" is usually presented early in a first course on data structures and algorithms, one topic among many, generally considered less interesting than trees and graphs. We believe the list deserves better, and show how the list can be used to bring together a wide variety of Computer Science topics, including: algebraic reasoning, proof by induction, abstract data types, recursion, and generic programming. The emphasis is on developing abstraction and design skills, applying both theory and engineering considerations, ultimately arriving at an unexpectedly powerful framework. © 2000 ACM.},
keywords={Abstract data types;  Abstracting;  Computation theory;  Computer programming, Algebraic reasoning;  Design skills;  Generic programming;  Recursions, Trees (mathematics)},
references={Aho, A., Ullman, J., (1995) Foundations of Computer Science, , Computer Science Press; (1995) Al Stevens Interviews Alex Stepanov, Dr. Dobb's Journal, , March; Decker, R., Hirscfield, S., (1994) The Top 10 Reasons Why Object-oriented Programming Can't Be Taught in CS1 Proc. 25th SIGCSE Technical Symposium on CS Education, pp. 51-55; MageLang Institute Introduction to the Collections Framework, , http://developer.iava.sun.com/developer/onlineTraining/collectioiis/Collection.htinl; Musser, D., Saini, A., Stepanov, A., (1996) Stl Tutorial A Reference Guide, , Addison-Wesley},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Duke200079,
author={Duke, R. and Salzman, E. and Burmeister, J. and Poon, J. and Murray, L.},
title={Teaching programming to beginners -choosing the language is just the first step},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={79-86},
doi={10.1145/359369.359380},
note={cited By 35; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84995660739&doi=10.1145%2f359369.359380&partnerID=40&md5=a3eba08d8622513766e2e8de2427587d},
affiliation={School of Computer Science and Electrical Engineering, University of Queensland, Brisbane, QLD, Australia},
abstract={Over the years there has been an ongoing debate about which computer language to adopt for a first programming subject. Although some may not agree, the current consensus is that the object-oriented languages are winning the argument, and Java has increasingly become the language of choice for teaching beginners. But choosing the language is only the first step in designing a first programming subject. The adoption of an object-oriented language such as Java offers an opportunity to completely rethink our approach to teaching first-year programming, an opportunity that should not be missed. In this paper we identify what we see as the non language-specific core issues, and discuss how we approached these issues when designing and teaching a programming subject for beginners. © 2000 ACM.},
keywords={Computer programming;  Java programming language, First year programming;  Teaching programming, Object oriented programming},
references={Allen, R., Bluff, K., Oppenheim, A., Jumping into Java: Object-oriented software development for the masses (1998) Proceedings of the Third Australasian Conference on Computer Science Education (ACSE'98), pp. 165-172. , ACM; Boud, D., Feletti, G., (1991) The Challenge of Problem Based Learning, , Kogan Page; Clark, D., MacNish, C., Royle, G., Java as a teaching language-opportunities, pitfalls and solutions (1998) Proceedings of the Third Australasian Conference on Computer Science Education (ACSE'98), pp. 173-179. , ACM; Duke, R., The design of an experiential component for a formal methods computer science subject (1996) Proceedings of the First Australasian Conference on Computer Science Education (ACSE'96), pp. 111-118. , ACM; Duke, R., In seach of the inverse curriculum (1997) Proceedings of the Second Australasian Conference on Computer Science Education (ACSE'97), pp. 65-70. , ACM; Duke, R., Salzman, E., (2000) Java Genesis, , Pearson Education Australia; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1995) Design Patterns: Elements of Reusable Object-Oriented Software, , Addison Wesley; Greening, T., Kay, J., Kingston, J., Problem-based learning of first year computer science (1996) Proceedings of the First Australasian Conference on Computer Science Education (ACSE'96), pp. 13-18. , ACM; Horstmann, C., Cornell, G., (2000) Core Java, , Sun Microsystems Press, Prentice Hall; King, K., The case for Java as a first language (1997) 35th Annual ACM Southeast Conference, , http://www.gsu.edu/matknk/java/reg97, Presented at the; Rolling, M., Rosenberg, J., Blue-a language for teaching object oriented programming (1996) Proceedings of the 27ih SIGCSE Technical Symposium on Computer Science Education, pp. 190-194; Meyer, B., Towards an object-oriented curriculum (1993) Journal of Object-Oriented Programming, pp. 76-81. , May; Woods, D., (1994) Problem-Based Learning: Sow to Gain the Most from PBL, , McMaster University Bookshop. Hamilton, Ontario},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Delia200056,
author={Delia, L. and Clark, D.},
title={Teaching object-oriented development with emphasis on pattern application},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={56-63},
doi={10.1145/359369.359377},
note={cited By 13; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942000954&doi=10.1145%2f359369.359377&partnerID=40&md5=9bee872bfb120872fc48faea1753cd21},
affiliation={School of Information Technology, Griffith University, PMB 50 GCMCQLD  9726, Australia; Division of Management and Technology, University of CanberraACT  2601, Australia},
abstract={One of the most significant recent developments in software engineering has been the widespread adoption of design patterns. Design patterns enable software developers to incorporate well proven solutions to design problems in their software. This makes their software more flexible and reusable. Design patterns, however, are not easy to learn. They are often presented in complex contexts with partially coded examples. Further, there is no standard namming convention, with designers using very different names for quite similar patterns. These problems limit the accessibility of design patterns to beginning students. In mis paper we propose a teaching method to help in the understanding of design patterns and their usage by developing fully coded examples (in Java), of certain design patterns in a particular domain. The method centres around developing an application using a framework which has been constructed using patterns as the central plank of the construction. The students are then required to develop a related application using the same framework. This approach attempts to make it easier for students to relate to patterns, and to see the link between design patterns and their implementation via these coded frameworks. The aim is a better appreciation of design patterns and a clearer understanding of how to apply them in developing object-oriented solutions. © 2000 ACM.},
keywords={Education;  Object oriented programming;  Software engineering;  Students, Design Patterns;  Design problems;  Object oriented;  Object oriented development;  Similar pattern;  Software developer;  Teaching methods, Computer software reusability},
references={Brown, J.S., Collins, A., Duguid, P., Situated Cognition and the Culture of Learning Educational Researcher, 18 (1); Cooper, J.W., (1998) Using Design Patterns, Commun. ACM, 41 (6); Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1994) Design Patterns: Elements of Reusable Object Software, , Addison-Wesley; Larman, C., (1997) Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design, , Prentice-Hall; Laurillard, D., (1993) Rethinking University Teaching, , Routledge; Rumbaugh, J., Blaha, M., Premerlani, W., Eddy, F., Lorensen, W., (1991) Object - Oriented Modelling and Design, , Prentice-Hall; Schmidt, D.C., Fayad, M., Johnson, R.E., Introduction to Software Patterns (1996) CACM, 39 (10); Singbal, A., Nguyen, B., The Java Factor (1998) CACM, 41 (6); Skemp, R.R., (1971) The Psychology of Learning Mathematics, , Penguin Books},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sandström2000208,
author={Sandström, A. and Daniels, M.},
title={Time studies as a tool for (computer science) education research},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={208-214},
doi={10.1145/359369.359400},
note={cited By 3; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867484362&doi=10.1145%2f359369.359400&partnerID=40&md5=e1f23acde6369ed81c97327c8d39c053},
affiliation={Melody Interactive Solutions AB, Uppsala, Sweden; Department of Information Technology, Uppsala University, Uppsala, Sweden},
abstract={Computer Science Education Research is often done in a very local setting and findings are difficult to transfer to other institutions. There are however several factors that speak in favor of expanding the research to an international scale, one is the wide spread of use of English and another is that the components taught are similar. Time is an important factor in studying how students learn and a suggestion is made on how to go forward to create a tool for performing time studies. Important issues concerning obtaining high quality data as well as some aspects of what it means to study are addressed. © 2000 ACM.},
keywords={Education computing, Computer science education research;  Education research;  High quality data;  International scale;  Use of English;  Wide spreads, Education},
references={Carrington, D., (1998) Time Monitoring for Students, , Frontiers in Education Conference, IEEE 1998; Daniels, M., Petre, M., Berglund, A., (1998) Building a Rigorous Research Agenda into Changes to Teaching, Proceedings of, , The 3rd ACM Australasian Computer Science Education Conference; Disney, A., Johnson, P., Investigating Data Quality Problems in the PSP (1998) Proceedings of the ACM SIGSOFT Sixth International Symposium on Foundations of Software Engineering; (1992) 1, Frihet, Ansvar, Kompetens - Grundutbildningens Villkor i Högskolan (Freedom, Responsibility, Competence - The Constraints for Undergraduate Studies), 1992, SOU 1992:1, , Betänkande av högskoleutredningen (The Official Committee Report of the Commission of Higher Education), Stockholm, 1992; Humphrey, W., (1997) Introduction to the Personal Software Process; Humphrey, W., James, W., Over, J., The Personal Software Process (PSP): A Full-Day Tutorial (1997) Proceedings of Me 1997 International Conference on Software Engineering; Jönsson, B., Tankar, T., (2000) Om Tid: Ostyckad & Styckad Tid, Ställtid, Tid - Det Enda du Ha (Ten Thoughts about Time: Undivided & Divided Time, Preparatory Time), , Brombergs Förlag; Kallin, L., (1999) Studenters Asikter Om Studiemiljön Vid Institutionen för Datavetenskap, , (Students Opimions on the Study Environment at the Department for Computer Science [at Umea University] ); Lofgren, C., Löfgren, K.-G., (1998) K-G Tva Uppsatser Om Kvalitet i Den Högre Utbildningen (Two Essays on Quality in the Higher Education): 'K Valitetssäkring Av Forskar- och Grundutbildoing' and Tid Att Studera Kvalitet', , Grundserien i nationalekonomi; Löfgren, C., Nilsson, P., (1995) Fragor Om Hur Studierna Bedrivs, Kvalrtéer i Studier och Utbildning, , Univ. pedagogiska konferens i Umea; Pritchard, R., (1998) Description of ProMES, Measuring and Improving Organizational Productivity, , Department of Psychology, Texas University; Sandström, A., (2000) Time Monitoring of Computer Science Students, , M.Sc. Thesis, Department of Information Technology, Uppsala University, Uppsala, Sweden},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Tao2000248,
author={Tao, Y.},
title={Teaching software tools via design patterns},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={248-252},
doi={10.1145/359369.359406},
note={cited By 2; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951104885&doi=10.1145%2f359369.359406&partnerID=40&md5=34e144ded1855b3bdbc04544b345c1de},
affiliation={Department of Computer Science and Info Systems, Grand Valley State University, Allendale, MI  49401, United States},
abstract={Commercial software tXools are increasingly used for teaching computer science courses. Because they are powerful and complex, they are often difficult to learn and to use. It is critical to balance benefits and problems that a software tool may bring about Visual C++ is used as a tool for developing GUI applications in our "GUI Design" course. We identified examples of several well-known design patterns with Visual C++ and based our lecture on these patterns when teaching me tool. Our experience shows that design patterns help deal with the complex and flatten the learning curve without diverting too much attention from the course's primary objectives. © 2000 ACM.},
keywords={Application programs;  C++ (programming language);  Computer software;  Curricula;  Education;  Graphical user interfaces, Commercial software;  Computer Science course;  Design Patterns;  GUI applications;  GUI designs;  Learning curves;  Primary objective;  Teaching software, Teaching},
references={Astrachan, O., Design Patterns: An Essentia] Component of CS Curricula (1998) Proceedings of Die 29th SIGCSE, pp. 153-160. , March; Clancy, M., Linn, M., (1999) Patterns and Pedagogy in Proceedings of the 30th SIGCSE, pp. 37-42. , March, New Orleans, LA; Cooper, J., (1998) Using Design Patterns, 41 (6), pp. 65-68. , CACM June; Fayad, M., Schmidt, D., Object-Oriented Application Frameworks (1997) CACM, 40 (10), pp. 32-38. , Oct; Fell, H., Scaling: A Design Patterns in Introductory Computer Science Courses (1998) Proceedings of the 29 SIGCSE, pp. 326-330. , March; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1995) Design Patterns: Elements of Reusable Software Architecture, , Addison-Wesley; Johnson, R., Documenting Frameworks Using Patterns (1992) Proceedings of OOPSLA '92, pp. 63-76. , Vancouver, B.C., Canada, Oct; Johnson, R., Frameworks = (Components + Patterns) (1977) CACM, 40 (10), pp. 39-42. , October; Larman, G., (1997) Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design, , Prenttcs-Hall, Inc; Nguyen, D., (1998) Design Patterns for Data Structures in Proceedings of the 29∗ SIGCSE, pp. 336-340. , March; Nguyen, D., Wong, S., Patterns for Decoupling Data Structures and Algorithms (1999) Proceedings of the 30th SIGCSE, pp. 87-91. , March, New Orleans, LA; Preless, B., (1999) Design Patterns for the Data Structures and Algorithms Course in Proceedings of the 30∗ SIGCSE, pp. 95-99. , March, New Orleans, LA; Rumbaugh, J., Jacobson, L., Booch, G., (1999) The Unified Modeling Language Reference Manual, , Addison-Wesley; Tao, Y., Design Patterns for Developing GUI Applications (1999) Proceedings of FIE '99, , San Juan Puerto Rico. Nov. 10-13},
correspondence_address1={Tao, Y.; Department of Computer Science and Info Systems, United States; email: tao@csis.gvsu.edu},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mitchell2000189,
author={Mitchell, M. and Sheard, J. and Markham, S.},
title={Student motivation and positive impressions of computing subjects},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={189-194},
doi={10.1145/359369.359397},
note={cited By 7; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-52049113402&doi=10.1145%2f359369.359397&partnerID=40&md5=41ca076ae3ef424419c06b8237353c74},
affiliation={School of Computer Science and Software Engineering, Monash University, Caulfteld, 3145, Australia},
abstract={This paper presents results of a student survey which investigates factors affecting student impressions of non-introductory elective computing subjects. The surveys were completed by students in several selected subjects in the last week of semester, prior to them completing their final exam. The factors investigated include students' reasons for taking the surveyed subjects, their expected final result and their opinions on the subject assessment requirements and the quality of teaching. The results indicate there are strong relationships between students' motivations and their impression of subjects. We suggest that in addition to focusing on quality teaching, educators should ensure that their subjects are meeting students' motivational requirements. © 2000 ACM.},
keywords={Education;  Motivation;  Surveys, Quality of teaching;  Student motivation;  Student surveys, Students},
references={Albion, P., Heuristic evaluation of educational multimedia: From theory to practice (1999) Proceedings of the 16th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, pp. 9-15. , J. Winn, Ed., Ascilite, Teaching and Learning Services, Queensland University of Technology; Boggiano, A., Flink, C., Shields, A., Seelbach, A., Barrett, M., Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills (1993) Motivation and Emotion, 17 (4), pp. 319-336; Boggiano, A., Shields, A., Kellam, T., Thompson, E., Simons, J., Katz, P., Helplessness deficits in students: The role of motivational orientation (1992) Motivation and Emotion, 16, p. 3; Csikszentmihalyi, M., Nakamura, J., The dynamics of intrinsic motivation: A study of adolescents (1989) Research on Motivation in Education: Goals and Cognitions, 3, pp. 45-71. , C Ames and R. Ames, Eds., Academic Press Inc. ch. 2; Dweck, C., Motivational processes affecting learning (1986) American Psychologist, 41 (10), pp. 1040-1048. , October; Makkonen, P., WWW-Based presentations as a complementary part of conventional lectures in the basics of informatics (1998) Conference Proceedings of the 6th Annual Conference on the Teaching of Computing, 3rd Annual Conference on Integrating Technology into Computer Science Education: Changing the Delivery of Computer Science Education, pp. 162-165. , (NY, ITICSE'98, The Association for Computing Machinery; Nicholls, J., Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance (1984) Psychological Review, 91 (3), pp. 328-346; Proulx, V., Rasala, R., Fell, H., Foundations of computer science: What are they and how do we teach them? SIGCSE Bulletin (1996) Special Issue-Integrating Technology into Computer Science Education, 28, pp. 42-48; Sharp, H., Griffyth, J., The effect of previous software development experience on understanding the object-oriented paradigm (1999) Journal of Computers and MAthematics in Science Teaching, 18 (3), pp. 245-265; Stipek, D., (1988) Motivation to Learn: From Theory to Practice, , Prentice-Hall; Toothman, B., Shackelford, R., The effects of partially-Individualized assignments on sunse-quent student performance (1998) The Proceedings of the Twenty-ninth SIGCSE Technical Symposium on Computer Science Education, pp. 287-291. , D. Joyce, Ed., SIGCSE'98, The ACM Press; Winslow, L., Programming pedagogy - A psychological overview (1996) SIGCSE Bulletin, 28 (3), pp. 17-21. , September},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Worthlngton2000242,
author={Worthlngton, P.},
title={Technology support for authentic assessment in the new millennia: A case study on implementing digital portfolios},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={242-247},
doi={10.1145/359369.359405},
note={cited By 4; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-34247382313&doi=10.1145%2f359369.359405&partnerID=40&md5=a5b8023247de541657951866c5b11d03},
affiliation={Information Systems Department, Curtin University of Technology, Australia},
abstract={Education faces multiple challenges in the new millennia. Educational Institutions are broadening the range of instructional methods and approaches; increased attention is being given to effective use of technology in the learning process. Traditional teaching methods are often used by default, in situations where the possibility of more effective alternatives either have not been considered or involve too much time and effort to establish. Traditional teaching marks, tests, and assesses the output of students at a single moment in time, which provides us with only a snapshot of performance. We need methods much closer to narrative mat shows where a student stands with respect to the long arc of learning. © 2000 ACM.},
keywords={Assessment;  Constructivist;  Evaluation;  Teaching and Learning},
keywords={Students;  Teaching, Assessment;  Constructivist;  Digital portfolios;  Educational institutions;  Evaluation;  Instructional methods;  Teaching and learning;  Technology support, Education},
references={Barrett, H., (2000) Electronic Portfolios = Multimedia Development + Portfolio Development - The Electronic Portfolio Development Process, Online. Internet, , http://tranition.alaska.edu/www/portfolios/EPDevProcess.html, [August 8, 1999]; Chickering, A.W., Gamson, Z.F., Seven Principles of Good Practice in Undergraduate Education (1987) AAHE Bulletin, 39, pp. 3-7. , July; (1998) About Learning/Theories, How Do People Learn? Constructivism, , WWW:htrp:/www.fundeidertariding.corn/learriing_theory_howlhtml, Online. Internet [December 10, 1999], Visited [10 December, 1999]; Lewis, B., (1999) IS Survival Guide, Online. Internet, , http://www.id..net/crdproject70702.httnl, [November 16, 1999]; Marsh, H., Roche, L., (1999) Improving Academic Teaching Project - SEEQ Factor 1, , Online. Internet [November 18, 1999]; (2000) Digital Learner Portfolios, , http://www.mehs.educ.state.ak.us/Portfolios/portfolio.html, Online. Internet [August 1, 2000]; (1999) Online. Internet, , http://www.mismisci.org/ph/lpdefine.html##AA, [November 16, 1999]; Pearson, M., Barlowe, C., Price, Project based learning not just another constructivist environment (1999) Proceedings HERDSA Annual International Conference, , Melbourne, 12-15 July; (1995) RE-engineering Why It so Often Fails, , http://www.improve.org/reengfl.html, Online. Internet [November 18, 1999]; Sweeny, B., (1993) Forced-Choice, Performance & Authentic Assessments, , http://www.teachermenton.com/RSOP%20Site/PerfAssmtDefineFCAuthPA,html, Online. Internet [November 18, 1999; (2000) WebCt Home Page, Online. Internet, , http://www.webct.ct.com, [August 2, 2000]},
correspondence_address1={Worthlngton, P.; Information Systems Department, Australia; email: worthinp@cbs.curtin.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Brookes19977,
author={Brookes, W. and Indulska, J.},
title={Teaching internet literacy to a large and diverse audience},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={7-15},
doi={10.1145/299359.299363},
note={cited By 1; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029643527&doi=10.1145%2f299359.299363&partnerID=40&md5=230c8cb082a49ee79303445638a92bf8},
affiliation={School of Information Technology, University of Queensland, Brisbane, QLD  4072, Australia},
abstract={Very large and diverse audiences pose a variety of problems for lecturers and students alike [l]. This paper presents an approach used in the School of Information Technology at The University of Queensland to teach an Internet literacy course to a diverse student audience. The course provides an introduction to computer networks and teaches students from various university faculties how to effectively use a variety of Internet services. The subject integrates efforts on teaching Internet literacy at the university in order to minimise teaching effort and to maximise quality of teaching. The paper discusses the variety of means deployed in order to provide a flexible, self-directed learning environment for the course. This led to: The inclusion of QUIKF'ro!, a specially developed Computer Based Training package on Internet services and resources; providing easy access to learning materials from campus or from home; and using innovative assessment methods which aim at improving the process and quality of assessment. Assessment was carried out online and used anonymous assessment, peer assessment and criterion-referenced marking. © 1997 ACM.},
keywords={Computer aided instruction;  Education;  Education computing;  Students;  Web services, Computer - based trainings;  Innovative assessment;  Internet literacies;  Internet services;  Learning materials;  Quality of teaching;  Self-directed learning;  University of Queensland, Teaching},
references={Bjedov, G., Utilizing the world wide web and the internet to facilitate learning in large classes (1995) Proceedings of the Frontiers in Education 1995 25th Annual Conference: Engineering Education for the 21st Century, pp. 2c513-2c516. , Dan Budny (editor), Atlanta, GA, USA; Carlson, D., Guzdial, M., Kehoe, C., Shah, V., Stasko, J., WWW interactive learning environments for computer science education (1996) Proceedings of the 27th Technical Symposium on Computer Science Education, in SIGCSE Bulletin, 28 (1), pp. 290-294. , March; Comer, D., (1995) The Internet Book: Everything you Need to Know about Computer Networking and How the Internet Works, , Prentice-Hall, New Jersey, USA; Crispen, P., (1994) Internet Roadmap, , http://www.brandonu.ca/~ennsnr/-Resources/Roadmap/Welcome.html, [Online]. [Accessed 17 March 1997]; Ebbs, G., Horey, J., (1995) The Australian Internet Book: Your Information Highway Toolkit, , Woodslane Press, War- riewood, NSW, Australia; Falchikov, N., Peer feedback marking: Developing peer assessment (1995) Innovations in Education and Training International, 32 (2), pp. 175-187. , May; Gaffin, A., (1995) EFF's (Extended) Guide to the Internet, , http://www.eff.org/pub/-Netinfo/EFF_Net_Guide/netguide.eff/, [Online]. Electronic Frontier Foundation, [Accessed 17 March 1997]; Goodheart, B., Crawford, F., (1995) Oz Internet, , Prentice-Hall, Sydney, Australia; Hahn, H., Stout, R., (1994) The Internet Complete Reference, , Osborne McGraw- Hill, Berkeley, CA, USA; Hughes, K., (1994) Entering the World-Wide Web:A Guide to Cyberspace, , http://www.eit.com/-web/www.guide/guide.toc.html, [Online], [Accessed 17 March 1997]; (1996) ITTI Network Training Materials Project and Netskills. Internet for Everyone, , http://www.mailbase.ac.uk:8080/ife/, [Online].[Accessed 17 March 1997]; Krol, E., (1996) The Whole Internet: User's Guide and Catalog, , O'Reilly & Associates, Sebastopol, CA, USA; Nance, B., (1994) Introduction to Networking, , Que Books, 3rd edition; Neilson, I., Thomas, R., Designing educational software as a re-usable resource (1996) Journal of Computer Assisted Learning, 12 (2), pp. 114-126. , June; Nishida, T., Saitoh, A., Tsujino, Y.-H., Tokura, N., Lecture supporting system by using e-mail and WWW (1996) Proceedings of the 27th Technical Symposium on Computer Science Education, in SIGCSE Bulletin, 28 (1), pp. 280-284. , March; Paxton, J.T., Webucation: Using the web as a classroom tool (1996) Proceedings of the 27th Technical Symposium on Computer Science Education, in SIGCSE Bulletin, 28 (1), pp. 285-289. , March; Joy Teague, G., Wilss, L., Clarke, V., Women & computing: Some cultural perceptions & differences (1996) Australian Educational Computing, 11 (2), pp. 34-39. , November; Ziebell, M., (1995) An Introduction to the World-Wide Web, , http://www.usyd.edu.au/su/course/, [Online], University of Sydney, [Accessed 17 March 1997]},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cawington199759,
author={Cawington, D.},
title={Teaching software testing},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={59-64},
doi={10.1145/299359.299369},
note={cited By 10; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029616210&doi=10.1145%2f299359.299369&partnerID=40&md5=0c02d9dce272cc27c24aa529b6a838f8},
affiliation={School of Information Technology, University of Queensland, St Lucia, 4072, Australia},
abstract={Testing is a relatively neglected component of the computer science curriculum. It lacks the glamour associated with more constructive activities such as software design and implementation. However, it is the primary verification and validation technique for software and, as such, plays a critical role in the software development process. This paper discusses some approaches to teaching software testing so that students gain practical skills as well as theoretical knowledge of software testing techniques. The goals of the paper are to raise the profile of teaching software testing and to encourage discussion of effective methods that foster student learning of software testing skills. © 1997 ACM.},
keywords={Computer software;  Education;  Education computing;  Software design;  Software engineering;  Students;  Verification, Computer science curricula;  Practical skill;  Software design and implementation;  Software development process;  Software testing techniques;  Student learning;  Teaching software testing;  Verification-and-validation, Software testing},
references={Beizer, B., (1990) Software Testing Techniques, , Van Nostrand Reinhold, second edition; Dahl, O.-J., Dijkstra, E.W., Hoare, C.A.R., Structured programming (1972) APIC Studies in Data Processing, (8). , Academic Press; Hoffman, D., Strooper, P., Walsh, P., Teaching and testing (1996) Proceedings of the 9th SEI Software Engineering Education Conference, pp. 248-258. , Springer-Verlag; Kaner, C., Falk, J., Quoc, H., (1993) Testing Computer Software, , International Thomson Computer Press, second edition; Marick, B., (1995) The Craft of Software Testing, , Prentice Hall; Myers, G.J., (1979) The Art of Software Testing. Business Data Processing, , Wiley-Interscience; Pressman, R.S., (1994) Software Engineering: A Practitioner's Approach, , adapted by D. Ince). McGraw Hill, European edition; Sommerville, I., (1996) Software Engineering, , Addison- Wesley, fifth edition; Stocks, P., Carrington, D., A framework for specification-based testing (1996) IEEE Transactions on Software Engineering, 22 (11), pp. 777-793. , November},
correspondence_address1={Cawington, D.; School of Information Technology, Australia; email: davec@it.uq.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Verbyla19971,
author={Verbyla, J.},
title={The web with relevance},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={1-6},
doi={10.1145/299359.299362},
note={cited By 1; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029583877&doi=10.1145%2f299359.299362&partnerID=40&md5=26d3f9333df1ac7a49c0b7f1da3c66f4},
affiliation={Department of Computer Science, Flinders University, GPO Box 2100, Adelaide, 5001, Australia},
abstract={These days it is almost a compulsory requirement to use Internet resources for course delivery. This is especially true of electronic mail (email) and the World Wide Web (the Web). Despite this (or perhaps even because of it) the relevant and effective integration of these resources into a course's learning process and content is a much more challenging issue. At a general level, this paper briefly overviews a hamework for considering where the Web fits into a course's learning process. The key input into this consideration is the results of the academic decision as to what learning modes are appropriate to achieve the course's objectives. Specifically this paper describes how assignments using the Web for delivery, content and learning process were integrated into an introductory Information Technology topic. The integration was intended to enhance the goals of the course which centred around students learning key non-programming skills associated with being a professional Information Technologist. Both formal and informal feedback indicate a successful learning process and higher than expected obtainment of these goals. © 1997 ACM.},
keywords={Curricula;  Education computing;  Learning systems;  Students, Course delivery;  Information technologists;  Internet resources;  Learning mode;  Learning process;  Programming skills;  Students learning, Education},
references={Clarke, R., (1997) Electronic Commerce (Pointers), , http://online.anu.edu.au/people/Roger.Clarke/EC/; DeLong, S., The shroud of lecturing (1997) First Monday (E-journal), 2 (5). , http://www.firstmonday.dk/issues/index.html; Froese-Germain, B., Moll, M., The Impact of Technology on Teaching and Learning: Social, Cultural and Political Perspectives, , http://www.ctf-fce.ca/ctf/restech/critical.htm, Eds; Jorn, L.A., Duin, A.H., Wahlstrom, B.J., Designing and managing virtual learning communities (1996) IEEE Transactions on Professional Communications, 39 (4), pp. 183-191; Koch, T., (1997) Literature about Search Services, , http://www.ub2.lu.se/desire/radar/lit-About-search-services.html; Laurillard, D., (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology; Orr, B., A Significant Difference Email Message and Bibliography, , http://tenb.mta.ca/asigdiff.html; Owston, R., The world wide web: A technology to enhance teaching and learning? (1997) Educational Researcher, 26 (2), pp. 27-33; Russell, T., (1997) The No Significant Difference Phenomenon, , http://tenb.mta.ca/phenom/phenom.html, fourth edition; Smith, A., (1997) Evaluation of Information Sources, , http://www.vuw.ac.nz/ag-smith/evaln/evaln.htm},
correspondence_address1={Verbyla, J.; Department of Computer Science, GPO Box 2100, Australia; email: janet@cs.flinders.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Stern199778,
author={Stern, L. and Sterling, L.},
title={Teaching AI algorithms using animations reinforced by interactive exercises},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={78-83},
doi={10.1145/299359.299372},
note={cited By 3; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011830470&doi=10.1145%2f299359.299372&partnerID=40&md5=2a65d65d4ac74fc1c97f28f2b80caafc},
affiliation={Department of Computer Science, University of Melbourne, Parkville, VIC  3054, Australia},
abstract={This paper describes our experience using laboratories in the teaching of an undergraduate subject in artificial intelligence (AI). The presentation of key AI algorithms in lectures was replaced by a highly structured set of exercises undertaken by students in supervised laboratory sessions. The exercises, which were the students' first contact with the algorithms, used a graphic animation of the algorithm, followed by active problem solving using a computer implementation of the same algorithm. As an environment for introducing students to new material, this laboratorybased approach encouraged the students to engage deeply with the material from the start. The sessions were very popular as evidenced by responses from student surveys, and anecdotal evidence suggests that the material was learned better. We suggest that a similar approach may be effective in other areas of computer science and in other disciplines. © 1997 ACM.},
keywords={Education;  Education computing;  Problem solving, AI algorithms;  Anecdotal evidences;  Computer implementations;  Interactive exercise;  Laboratory sessions;  Student surveys, Students},
references={Bancroft, P., Hynd, J., Sinfield, P., Graphical visualisation support in a uniform environment (1996) The Proceedings of the First Australasian Conference on Computer Science Education, pp. 27-31; Biggs, J., Telfer, R., (1987) The Process of Learning, , Prentice-Hall, Sydney; Cheeseman, P., Stutz, J., Bayesian classification (autoclass): Theory and results (1996) Advances in Knowledge Discovery and Data Mining, pp. 153-180. , Usama Fayyad, Gregory Piatetsky-Shapiro, Padhraic Smyth and Ramasamy Uthurusamy (editors), AAAI Press/The MIT Press, Menlo Park, California; Gloor, P., Dynes, S., Lee, I., (1993) Animated Algorithms: A Hypermedia Learning Environment for Introduction to Algorithms, , MIT Press, Cambridge, MA, U.S.A; Lowman, J., (1994) Mastering the Techniques of Teaching, , Jossey-Bass, San Francisco; Maier, D., Warren, D., (1988) Computing with Logic: Logic Programming with Prolog, , Benjamin/Cummings, Menlo Park, California; Quinlan, J.R., (1993) C4-5: Programs for Machine Learning, pp. 17-43. , Chapter 2: Constructing Decision Trees, Morgan-Kaufmann, San Mateo California},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pham1997149,
author={Pham, B.},
title={The changing curriculum of computing and information technology in Australia},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={149-154},
doi={10.1145/299359.299381},
note={cited By 3; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84911472516&doi=10.1145%2f299359.299381&partnerID=40&md5=a459c539eb5074c7094429dbc23d3a15},
affiliation={Research Centre for Intelligent Tele-imaging, School of Information Technology and Mathematical Sciences, University of Ballarat, PO Box 663, Ballarat, VIC  3353, Australia},
abstract={This paper analyses the driving and opposing forces behind the changes in the curriculum of Computing and Information Technology courses at Australian universities. The impacts of these changes on education standards, students' skills, knowledge, employment opportunities and capacity for postgraduate research, are also discussed. © 1997 ACM.},
keywords={Curricula;  Education computing;  Students, Australia;  Employment opportunities;  Paper analysis;  Post-graduate research, Education},
references={(1996) Exploiting Information Technology in Higher Education: An Issue Paper, , http://www.avcc.edu.au/avcc/pubs/eitihe.htm, AVCC; Beanland, D.G., The new universities (1996) Proceed. Intern. Conf. on Higher Education in the 21st Century: Mission and Challenge in Developing Countries, pp. 25-27. , Hanoi, Vietnam, May; Bruce, K., Thoughts on computer science education (1996) ACM Computing Surveys, 28 (4); (1996) Background to the Australian Information Industries, , http://www.dist.gov.au/itt/tsk.force/backgrd.html, DIST; (1996) Information Industries Taskforce: Strategic Issues, , http://www.dist.gov.au/itt/isk.force/frame3.html, DIST; Douglas, P.J., Alliger, G.M., Goldberg, R., Refining the curriculum: Client-server and object oriented training (1996) IEEE Computer, 29 (6), pp. 80-84; (1995) Converging Communications and Computer Technologies - Implications for Australia's Future Employment and Skills, , ESFC (Employment and Skills Formation Council). Discussion Paper. National Board of Employment, Education and Training; Gal-Ezer, J., Beeri, C., Harel, D., Yehudai, A., A high school program in computer science (1996) IEEE Computer, 28 (10), pp. 73-80; Goldsworthy, A.W., It and the competency debate - skill vs knowledge: A major issue (1993) Australian Computer Jour, 25 (3), pp. 7-43; Hartmanis, J., On computational complexity of the nature of computer science (turing award lecture) (1994) Communications of the ACM, 37 (10), pp. 37-43; Kelly, P., Else, D., Working with industry (1996) IIR Conference - Technology in Education and Training, pp. 25-27. , Sydney, Sep; Maxwell, C., (1996) Computer Science Education: Purposes, , http://www.ug.cs.dal.ca/pub/csrat2/node10.html; Nevison, C.H., Parallel computing in the undergraduate curriculum (1995) IEEE Computer, 28 (12), pp. 51-56; Tucker, A., Computing curricula 1991 (1991) Report of the ACM/IEEE - CS Joint Curriculum Task Force, , ACM Press, NY, and IEEE CS Press, Los Alamitos, Calif. order No. 2220},
correspondence_address1={Pham, B.; Research Centre for Intelligent Tele-imaging, PO Box 663, Australia; email: b.pham@ballarat.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Maheshwari199732,
author={Maheshwari, P.},
title={Teaching programming paradigms and languages for qualitative learning},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={32-39},
doi={10.1145/299359.299365},
note={cited By 8; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952015508&doi=10.1145%2f299359.299365&partnerID=40&md5=d63049ade59acfb835214cd26649f6a9},
affiliation={School of Computer Science and Engineering, University of New South Wales, Sydney, NSW  2052, Australia},
abstract={Effective quality management in teaching and learning can be implemented by careful planning of the subject delivery system, active student involvement and continuous evaluation system in the classroom. In this paper we discuss the issues involved with the quality improvement of teaching and learning various programming paradigms and languages. Our main aim is to prepare students with analytical abilities in choosing the most appropriate programming language to implement a given software-based system in their future professions. We believe that the qualitative learning of programming language plays an important role in improving the quality of the software products and in furthering the development of the profession. The paper first presents some arguments in light of the current literature on computer science education and quality in higher education, and then, discusses a simple model of teaching and learning that we have adopted in this subject. © 1997 ACM.},
keywords={Computer programming languages;  Education computing;  Quality management;  Students;  Teaching, Computer Science Education;  Learning-of-programming;  Programming paradigms;  Quality improvement;  Software products;  Student involvements;  Teaching and learning;  Teaching programming, Education},
references={Armstrong, J., Conrad, L., (1995) Subject Evaluation: A Resource Book for Improving Learning and Teaching, p. 4111. , GIHE, Griffith University, Queensland, Australia; Baird, J.R., Quality: What should make higher education 'higher'? (1988) Higher Education Research and Development, 7 (2), pp. 141-152; Coate, E., The introduction of total quality management at Oregon State University (1993) Higher Education, 25, pp. 303-320; Collier, K.G., Teaching methods in higher education: The changing scene, with special reference to small-group work (1985) Higher Education Research and Development, 4 (1), pp. 3-27; Cuttance, P., (1993) Quality Assurance and Quality Management: Complementary but Different Functions, , Sydney: Quality Assurance Directorate, NSW Department of School Education; Cuttance, P., Quality assurance in education systems (1994) Studies in Educational Evaluation, 20, pp. 99-112; Deming, W.E., (1986) Out of the Crisis, , Cambridge, Mass.: MIT Press; Ellis, R., The management of quality in the University of Ulster (1993) Higher Education, 25, pp. 239-257; Ferrier, F., (1993) Assessment of Students: A Resource Booklet, , HEARU, Monash University, Melbourne; Fraser, B.J., Differences between students' and instructors' perceptions of actual and preferred classroom environment in higher education (1986) Higher Education Research and Development, 5 (2), pp. 191-199; Gilbert, J.P., Kay, L.K., Simpson, R.D., Improving the process of education: Total Quality Management for the college classroom (1993) Innovative Higher Education, 18 (1), pp. 65-85; Hansen, W.L., Bringing Total Quality Improvement into the college classroom (1993) Higher Education, 25, pp. 259-279; Harvey, L., Green, D., Defining quality (1993) Assessment and Evaluation in Higher Education, 18 (1), pp. 9-34; Liao, Y.-K.C., Bright, G.W., Effects of computer programming on cognitive outcomes: A meta-Analysis (1991) Journal of Educational Computing Research, 7 (3), pp. 251-268; Maheshwari, P., Assessing students to diagnose difficulties in learning various programming paradigms and languages (1996) Proc. 1st Australasian Computer Science Education Conference, pp. 246-253. , ACM Press, University of Sydney, Australia, July 3-5, 1996; Maheshwari, P., Improving the learning environment in first-year programming: Integrating lectures, tutorials and laboratories (1997) Journal of Computers in Mathematics and Science Teaching, 16 (1), pp. 111-131. , 1997; Murgatroyd, S., Morgon, C., (1993) Total Quality Management and the School, , Buckingham: Open University Press; Oliver, N., Quality, costs and changing strategies of control in universities in the UK (1993) Journal of Educational Administration, 31 (1), pp. 41-52; Ramsden, P., Student learning research: Retrospect and prospect (1985) Higher Education Research and Development, 4 (1), pp. 51-69; Ramsden, P., (1992) Learning to Teach in Higher Education, , London: Routledge; Tribus, M.T., Quality management in education (1993) Journal for Quality and Participation, 16 (1), pp. 12-21; Volet, S.E., Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning (1991) Learning and Instruction, 1, pp. 319-336; Watkins, D., How students explain their academic performance (1985) Higher Education Research and Development, 4 (1), pp. 89-93; Watt, D.A., (1990) Programming Language Concepts and Paradigms, , Prentice Hall International (UK) Ltd. (used as the textbook in the subject under study); Williams, G., Total quality management in higher education: Panacea or placebo? (1993) Higher Education, 25, pp. 229-237; Wilson, J.D., (1988) Appraising Teaching Quality, , London, England: Hodder and Stoughton},
correspondence_address1={Maheshwari, P.; School of Computer Science and Engineering, Australia; email: piyush@cse.unsw.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Stevens1996141,
author={Stevens, G.R. and Smith, D.L. and Stratton, D.H. and Kelly, P.D.},
title={The first Novell education academic partner (NEAP) in Australia - The University of Ballarat},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={141-146},
doi={10.1145/369585.369608},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-8744309307&doi=10.1145%2f369585.369608&partnerID=40&md5=0d0f13e52c1a0ee24dc1782f338ddd87},
correspondence_address1={Stevens, G.R.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Christie1996260,
author={Christie, R. and Cheah, S.},
title={Support structures for students in information technology at QUT},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={260-266},
doi={10.1145/369585.369643},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053349442&doi=10.1145%2f369585.369643&partnerID=40&md5=5fadb395887e85c32a0f1dbe100addb8},
correspondence_address1={Christie, R.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pattinson1996153,
author={Pattinson, C.},
title={The use of OSI as a framework for the teaching of computer communications},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={153-158},
doi={10.1145/369585.369610},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053326490&doi=10.1145%2f369585.369610&partnerID=40&md5=1927b064953f8c0cc1dd29f00911d100},
correspondence_address1={Pattinson, C.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Allison1996317,
author={Allison, I.K. and Halstead, P.},
title={Teaching computer ethics: An alternative assessment approach},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={317-322},
doi={10.1145/369585.369661},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053309774&doi=10.1145%2f369585.369661&partnerID=40&md5=82b20a615934de4b19ab39bdeae144b4},
correspondence_address1={Allison, I.K.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Conway1996238,
author={Conway, D.},
title={The evolution of a mentoring scheme for first year computer science students},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={238-243},
doi={10.1145/369585.369630},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053286605&doi=10.1145%2f369585.369630&partnerID=40&md5=499fd053c2b0503a7bda8b8e825f2828},
correspondence_address1={Conway, D.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Duke1996111,
author={Duke, R.},
title={The design of an experiential component for a formal methods computer science subject},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={111-118},
doi={10.1145/369585.369602},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028931815&doi=10.1145%2f369585.369602&partnerID=40&md5=a4b42398db69063bc65634763d9acf2f},
correspondence_address1={Duke, R.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Verco199681,
author={Verco, K.L. and Wise, M.J.},
title={Software for detecting suspected plagiarism: Comparing structure and attribute-counting systems},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={81-88},
doi={10.1145/369585.369598},
note={cited By 34; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988330256&doi=10.1145%2f369585.369598&partnerID=40&md5=948866746d9a4251295dad1d481a230d},
correspondence_address1={Verco, K.L.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cifuentes1996189,
author={Cifuentes, C. and Brannan, B.},
title={Teaching C/C++ to computer science students with pascal programming experience},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={189-196},
doi={10.1145/369585.369617},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952670134&doi=10.1145%2f369585.369617&partnerID=40&md5=9fd2b773af81138453f60e9535c81811},
correspondence_address1={Cifuentes, C.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Becker2021168,
author={Becker, B.A. and Mooney, C. and Kumar, A.N. and Russell, S.},
title={A Simple, Language-Independent Approach to Identifying Potentially At-Risk Introductory Programming Students},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={168-175},
doi={10.1145/3441636.3442318},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103283851&doi=10.1145%2f3441636.3442318&partnerID=40&md5=21575e4166d0371f9e88974333f27f54},
affiliation={University College Dublin, Ireland; Ramapo College of New Jersey, United States},
abstract={For decades computing educators have been trying to identify and predict at-risk students, particularly early in the first programming course. These efforts range from the analyzing demographic data that pre-exists undergraduate entrance to using instruments such as concept inventories, to the analysis of data arising during education. Such efforts have had varying degrees of success, have not seen widespread adoption, and have left room for improvement. We analyse results from a two-year study with several hundred students in the first year of programming, comprising majors and non-majors. We find evidence supporting a hypothesis that engagement with extra credit assessment provides an effective method of differentiating students who are not at risk from those who may be. Further, this method can be used to predict risk early in the semester, as any engagement-not necessarily completion-is enough to make this differentiation. Additionally, we show that this approach is not dependent on any one programming language. In fact, the extra credit opportunities need not even involve programming. Our results may be of interest to educators, as well as researchers who may want to replicate these results in other settings. © 2021 Owner/Author.},
keywords={CS 1;  CS-1;  CS1;  extra credit;  introduction to programming;  introductory programming;  novice programming;  programming},
keywords={Education computing;  Risk assessment, Analysis of data;  Concept inventories;  Credit assessment;  Demographic data;  First year;  Introductory programming;  Language independents;  Programming course, Students},
references={Alturki, R.A., Measuring and improving student performance in an introductory programming course (2016) Informatics in Education, 15 (2), pp. 183-204. , https://eric.ed.gov/?id=EJ1117149, 2016; Armstrong, R.A., When to use the bonferroni correction (2014) Ophthalmic and Physiological Optics, 34 (5), pp. 502-508. , 2014; Azcona, D., Casey, K., Micro-Analytics for student performance prediction (2015) Int. J. Comput. Sci. Softw. Eng., 4 (8), pp. 218-223. , 2015; Becker, B.A., Fitzpatrick, T., What do cs1 syllabi reveal about our expectations of introductory programming students? (2019) Proceedings of the 50th Acm Technical Symposium on Computer Science Education (SIGCSE '19), pp. 1011-1017. , https://doi.org/10.1145/3287324.3287485, Association for Computing Machinery, New York, NY, USA; Becker, B.A., Quille, K., 50 Years of cs1 at sigcse: A review of the evolution of introductory programming education research (2019) Proceedings of the 50th Acm Technical Symposium on Computer Science Education (SIGCSE '19), pp. 338-344. , https://doi.org/10.1145/3287324.3287432, Association for Computing Machinery, New York, NY, USA; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) Sigcse Bull., 39 (2), pp. 32-36. , https://doi.org/10.1145/1272848.1272879, jun 2007; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, , Longmans Group; Bockmon, R., Cooper, S., Gratch, J., Dorodchi, M., Re) validating cognitive introductory computing instruments (2019) Proceedings of the 50th Acm Technical Symposium on Computer Science Education (SIGCSE '19), pp. 552-557. , https://doi.org/10.1145/3287324.3287372, Association for Computing Machinery, New York, NY, USA; Camp, T., Zweben, S., Walker, E., Barker, L., Booming enrollments: Good times? (2015) Proceedings of the 46th Acm Technical Symposium on Computer Science Education (SIGCSE '15), pp. 80-81. , https://doi.org/10.1145/2676723.2677333, ACM, New York, NY, USA; Capstick, C.K., Gordon, J.D., Salvadori, A., Predicting performance by university students in introductory computing courses (1975) Sigcse Bull., 7 (3), pp. 21-29. , https://doi.org/10.1145/382216.382483, sep 1975; Casey, K., Using keystroke analytics to improve pass-fail classifers (2017) Journal of Learning Analytics, 4 (2), pp. 189-211. , 2017; Cohen, J., (1988) Stastical Power Analysis for the Behavioral Sciences (Second Ed.), , Lawrence Erlbaum Associates; Denny, P., Becker, B.A., Craig, M., Wilson, G., Banaszkiewicz, P., Research this! Questions that computing educators most want computing education researchers to answer (2019) Proceedings of the 2019 Acm Conference on International Computing Education Research (ICER '19), pp. 259-267. , https://doi.org/10.1145/3291279.3339402, Association for Computing Machinery, New York, NY, USA; Domínguez, C., Jaime, A., Heras, J., García-Izquierdo, F.J., The efects of adding non-compulsory exercises to an online learning tool on student performance and code copying (2019) Acm Trans. Comput. Educ., 19 (3). , https://doi.org/10.1145/3264507, jan 2019); Guzdial, M., We should stop saying language independent (2019) We Don't Know How to Do That, , http://bit.ly/WSSSLI; Hardy, M.S., Extra credit: Gifts for the gifted? (2002) Teaching of Psychology, 29 (3), p. 233. , 2002; Harrison, M., Meister, D.G., Lefevre, A.J., Which students complete extra-credit work? (2011) College Student Journal, 45 (3), pp. 550-555. , 2011; Hellas, A., Ihantola, P., Petersen, A., Ajanovski, V.V., Gutica, M., Hynninen, T., Knutas, A., Liao, S.N., Predicting academic performance: A systematic literature review (2018) Proceedings Companion of the 23rd Annual Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018 Companion), pp. 175-199. , https://doi.org/10.1145/3293881.3295783, ACM, New York, NY, USA; Hertz, M., What do cs1" and "cs2" mean? Investigating diferences in the early courses (2010) Proceedings of the 41st Acm Technical Symposium on Computer Science Education (SIGCSE '10), pp. 199-203. , https://doi.org/10.1145/1734263.1734335, Association for Computing Machinery, New York, NY, USA; Katz, A., Helme, W.W., (1962) Prediction of Success in Automatic Data Processing Programming Course, , Technical Report. Army Personnel Research Ofce Washington DC; Kuehn, M., Estad, J., Straub, J., Stokke, T., Kerlin, S., An expert system for the prediction of student performance in an initial computer science course (2017) 2017 Ieee International Conference on Electro Information Technology (EIT), pp. 1-6. , https://doi.org/10.1109/EIT.2017.8053321; Kumar, A.N., Learning programming by solving problems (2003) Informatics Curricula and Teaching Methods: Ifip TC3/WG3.2 Conference on Informatics Curricula, Teaching Methods and Best Practice (ICTEM 2002) July 10-12, 2002, pp. 29-39. , https://doi.org/10.1007/978-0-387-35619-8-4, Florianópolis, SC, Brazil, Lillian Cassel and Ricardo A Reis (Eds.). Springer US, Boston, MA; Kumar, A.N., Results from the evaluation of the efectiveness of an online tutor on expression evaluation (2005) Sigcse Bull., 37 (1), pp. 216-220. , https://doi.org/10.1145/1047124.1047422, feb 2005; Kumar, A.N., Explanation of step-by-step execution as feedback for problems on program analysis, and its generation in model-based problem-solving tutors (2006) Technology, Instruction, Cognition and Learning (TICL) Journal, 4 (1), pp. 65-107. , 2006; Kumar, A.N., A study of the infuence of code-tracing problems on code-writing skills (2013) Proceedings of the 18th Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '13), pp. 183-188. , https://doi.org/10.1145/2462476.2462507, Association for Computing Machinery, New York, NY, USA; Kumar, A.N., Solving code-tracing problems and its efect on code-writing skills pertaining to program semantics (2015) Proceedings of the 2015 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '15), pp. 314-319. , https://doi.org/10.1145/2729094.2742587, Association for Computing Machinery, New York, NY, USA; Kumar, A.N., Helping students solve parsons puzzles better (2019) Proceedings of the 2019 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '19), pp. 65-70. , https://doi.org/10.1145/3304221.3319735, Association for Computing Machinery, New York, NY, USA; Leinonen, J., Longi, K., Klami, A., Vihavainen, A., Automatic inference of programming performance and experience from typing patterns (2016) Proceedings of the 47th Acm Technical Symposium on Computing Science Education (SIGCSE '16), pp. 132-137. , https://doi.org/10.1145/2839509.2844612, Association for Computing Machinery, New York, NY, USA; Liao, S.N., Zingaro, D., Laurenzano, M., Griswold, W.G., Porter, L., Lightweight, early identifcation of at-risk cs1 students (2016) Proceedings of the 2016 Acm Conference on International Computing Education Research (ICER '16), pp. 123-131. , https://doi.org/10.1145/2960310.2960315, ACM, New York, NY, USA; Lindoo, E., Back to the basics in an efort to improve student retention in intro to programming classes (2018) J. Comput. Sci. Coll., 34 (2), pp. 72-79. , https://dl.acm.org/doi/10.5555/3282588.3282599, dec 2018; Lorenzen, T., Chang, H.-L., Mastermind: A predictor of computer programming aptitude (2006) Sigcse Bull., 38 (2), pp. 69-71. , https://doi.org/10.1145/1138403.1138436, jun 2006; Luxton-Reilly, A., Learning to program is easy (2016) Proceedings of the 2016 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 284-289. , https://doi.org/10.1145/2899415.2899432, Association for Computing Machinery, New York, NY, USA; Luxton-Reilly, A., Becker, B.A., Cao, Y., McDermott, R., Mirolo, C., Mühling, A., Petersen, A., Whalley, J., Developing assessments to determine mastery of programming fundamentals (2017) Proceedings of the 2017 Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE '17), 388. , https://doi.org/10.1145/3059009.3081327, Association for Computing Machinery, New York, NY, USA; Luxton-Reilly, A., Albluwi, S.I., Becker, B.A., Giannakos, M., Kumar, A.N., Ott, L., Paterson, J., Szabo, C., Introductory programming: A systematic literature review (2018) Proceedings Companion of the 23rd Annual Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018 Companion), pp. 55-106. , https://doi.org/10.1145/3293881.3295779, Association for Computing Machinery, New York, NY, USA; Norcross, J.C., Dooley, H.S., Stevenson, J.F., Faculty use and justifcation of extra credit: No middle ground? (1993) Teaching of Psychology, 20 (4), pp. 240-242. , https://doi.org/10.1207/s15328023top2004-13, 1993; Padilla-Walker, L.M., The impact of daily extra credit quizzes on exam performance (2006) Teaching of Psychology, 33 (4), pp. 236-239. , https://doi.org/10.1207/s15328023top3304-4, 2006; Parker, M.C., Guzdial, M., Engleman, S., Replication, validation, and use of a language independent cs1 knowledge assessment (2016) Proceedings of the 2016 Acm Conference on International Computing Education Research (ICER '16), pp. 93-101. , https://doi.org/10.1145/2960310.2960316, Association for Computing Machinery, New York, NY, USA; Pynes, C.A., Seven arguments against extra credit (2014) Teaching Philosophy, 37 (2), pp. 191-214. , 2014; Quille, K., Bergin, S., Programming: Predicting student success early in cs1. A re-validation and replication study (2018) Proceedings of the 23rd Annual Acm Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018), pp. 15-20. , https://doi.org/10.1145/3197091.3197101, Association for Computing Machinery, New York, NY, USA; Quille, K., Bergin, S., Cs1: How will they do? How can we help? A decade of research and practice (2019) Computer Science Education, 29 (2-3), pp. 254-282. , https://doi.org/10.1080/08993408.2019.1612679, 2019; Quille, K., Bergin, S., Mooney, A., Programming: Factors that in-fuence success revisited and expanded (2015) International Conference on Engaging Pedagogy (ICEP), 3rd and 4th December, College of Computing Technology, Dublin, Ireland, 10, pp. 1047344-1047480; Rountree, N., Rountree, J., Robins, A., Hannah, R., Interacting factors that predict success and failure in a cs1 course (2004) Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education (ITiCSE-WGR '04), pp. 101-104. , https://doi.org/10.1145/1044550.1041669, Association for Computing Machinery, New York, NY, USA; Luxton-Reilly, S.A., Ajanovski, V.V., Fouh, E., Gonsalvez, C., Leinonen, J., Parkinson, J., Poole, M., Thota, N., Pass rates in introductory programming and in other stem disciplines (2019) Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education (ITiCSE-WGR '19), pp. 53-71. , https://doi.org/10.1145/3344429.3372502, Association for Computing Machinery, New York, NY, USA; Streiner, D.L., Norman, G.R., Correction for multiple testing: Is there a resolution? (2011) Chest, 140 (1), pp. 16-18. , 2011; Tew, A.E., Guzdial, M., The fcs1: A language independent assessment of cs1 knowledge (2011) Proceedings of the 42nd Acm Technical Symposium on Computer Science Education (SIGCSE '11), pp. 111-116. , https://doi.org/10.1145/1953163.1953200, Association for Computing Machinery, New York, NY, USA; Ventura, P.R., Jr., (2005) Identifying Predictors of Success for An Objects-First CS1, , 2005; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE '14), pp. 39-44. , https://doi.org/10.1145/2591708.2591749, ACM, New York, NY, USA; Watson, C., Li, F.W.B., Godwin, J.L., No tests required: Comparing traditional and dynamic predictors of programming success (2014) Proceedings of the 45th Acm Technical Symposium on Computer Science Education (SIGCSE '14), pp. 469-474. , https://doi.org/10.1145/2538862.2538930, ACM, New York, NY, USA; Wilder, D.A., Flood, W.A., Stromsnes, W., The use of random extra credit quizzes to increase student attendance (2001) Journal of Instructional Psychology, 28 (2), pp. 117-120. , 2001; Zingaro, D., Craig, M., Porter, L., Becker, B.A., Cao, Y., Conrad, P., Cukierman, D., Thota, N., Achievement goals in cs1: Replication and extension (2018) Proceedings of the 49th Acm Technical Symposium on Computer Science Education (SIGCSE '18), pp. 687-692. , https://doi.org/10.1145/3159450.3159452, Association for Computing Machinery, New York, NY, USA},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Tempero202140,
author={Tempero, E. and Tu, Y.-C.},
title={Assessing Understanding of Maintainability using Code Review},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={40-47},
doi={10.1145/3441636.3442303},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103271200&doi=10.1145%2f3441636.3442303&partnerID=40&md5=195d4a9cd71076a42875d63800e9cc88},
affiliation={The University of Auckland, New Zealand},
abstract={Maintainability is an important quality attribute of code, and so should be a key learning outcome for software engineering programmes. This raises the question of how to assess this learning outcome. In this practical report we describe how we exploited the code review mechanism provided by GitHub, the "pull request", to assess students' understanding of maintainability. It requires a slightly non-standard workflow by the students and a reporting tool to assemble the code review comments in a form suitable for assessment. We give the details of what we learned to make it work that should allow others to conduct similar kinds of assessment. © 2021 ACM.},
keywords={code quality;  code review;  github;  maintainability},
keywords={Education computing;  Software engineering;  Students, Code review;  Engineering programmes;  Learning outcome;  Quality attributes;  Reporting tools, Maintainability},
references={Christopher, N., Brown, C., Kölling, M., McCall, D., Utting, I., Blackbox: A large scale repository of novice programmers' activity (2014) Proceedings of the 45th Acm Technical Symposium on Computer Science Education (Atlanta, Georgia, USA) (SIGCSE '14), pp. 223-228. , https://doi.org/10.1145/2538862.2538924, Association for Computing Machinery, New York, NY, USA; Busjahn, T., Schulte, C., The use of code reading in teaching programming (2013) Proceedings of the 13th Koli Calling International Conference on Computing Education Research (Koli, Finland) (Koli Calling '13), pp. 3-11. , https://doi.org/10.1145/2526968.2526969, Association for Computing Machinery, New York, NY, USA; Deimel, L.E., The uses of program reading (1985) Sigcse Bull., 17 (2), pp. 5-14. , https://doi.org/10.1145/382204.382524, June 1985; Hundhausen, C.D., Agrawal, A., Agarwal, P., Talking about code: Integrating pedagogical code reviews into early computing courses (2013) Acm Trans. Comput. Educ., 13 (3), 28p. , https://doi.org/10.1145/2499947.2499951, Aug. 2013; Kelleher, J., Employing git in the classroom (2014) 2014 World Congress on Computer Applications and Information Systems (WCCAIS)., pp. 1-4. , https://doi.org/10.1109/WCCAIS.2014.6916568; Kertész, C., Using github in the classroom-A collaborative learning experience (2015) 2015 Ieee 21st International Symposium for Design and Technology in Electronic Packaging (SIITME)., pp. 381-386. , https://doi.org/10.1109/SIITME.2015.7342358; Keuning, H., Heeren, B., Jeuring, J., Code quality issues in student programs (2017) Proceedings of the 2017 Acm Conference on Innovation and Technology in Computer Science Education (Bologna, Italy) (ITiCSE '17), pp. 110-115. , https://doi.org/10.1145/3059009.3059061, Association for Computing Machinery, New York, NY, USA; Krusche, S., Berisha, M., Bruegge, B., Teaching code review management using branch based workfows (2016) Proceedings of the 38th International Conference on Software Engineering Companion (Austin, Texas) (ICSE '16), pp. 384-393. , https://doi.org/10.1145/2889160.2889191, Association for Computing Machinery, New York, NY, USA; Lemos, R.S., An implementation of structured walk-throughs in teaching cobol programming (1979) Commun. Acm, 22 (6), pp. 335-340. , https://doi.org/10.1145/359114.359116, June 1979; Liu, Y., Stroulia, E., Wong, K., Germán, D.M., (2004) Cvs Historical Information to Understand How Students Develop Software, 4, pp. 32-36. , https://digital-library.theiet.org/content/conferences/10.1049/ic-20040472, January 2004); Mueller, F., Hosking, A.L., Penumbra: An eclipse plugin for introductory programming (2003) Proceedings of the 2003 Oopsla Workshop on Eclipse Technology EXchange (Anaheim, California) (Eclipse '03), pp. 65-68. , https://doi.org/10.1145/965660.965674, Association for Computing Machinery, New York, NY, USA; Novák, M., Binas, M., Michalko, M., Jakab, F., Student's progress tracking on programming assignments (2012) 2012 Ieee 10th International Conference on Emerging ELearning Technologies and Applications (ICETA)., pp. 279-282; Reid, K.L., Wilson, G.V., Learning by doing: Introducing version control as a way to manage student assignments (2005) Sigcse Bull., 37 (1), pp. 272-276. , https://doi.org/10.1145/1047124.1047441, Feb. 2005; Stegeman, M., Barendsen, E., Smetsers, S., Towards an empirically validated model for assessment of code quality (2014) Proceedings of the 14th Koli Calling International Conference on Computing Education Research, pp. 99-108. , https://doi.org/10.1145/2674683.2674702, ACM, New York, NY, USA; Zagalsky, A., Feliciano, J., Storey, M.-A., Zhao, Y., Wang, W., The emergence of github as a collaborative platform for education (2015) Proceedings of the 18th Acm Conference on Computer Supported Cooperative Work & Social Computing (Vancouver, BC, Canada) (CSCW '15), pp. 1906-1917. , https://doi.org/10.1145/2675133.2675284, Association for Computing Machinery, New York, NY, USA},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hwang2021147,
author={Hwang, D. and Agarwal, V. and Lyu, Y. and Rana, D. and Susarla, S.G. and Raj, A.G.S.},
title={A Qualitative Analysis of Lecture Videos and Student Feedback on Static Code Examples and Live Coding: A Case Study},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={147-157},
doi={10.1145/3441636.3442317},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103249290&doi=10.1145%2f3441636.3442317&partnerID=40&md5=14268f4a77ce2413dfe0a48782f5c929},
affiliation={University of California San Diego, United States},
abstract={One of the goals of computing education research is to understand and document the effectiveness of pedagogical strategies in computing. Among the many methods available to teach programming, two commonly used techniques to present code in Computer Science classes are static code examples (where pre-written code snippets are used during lectures) and live coding (where code is written before the students during the lecture). Even though prior research has tried comparing the effectiveness of these two teaching techniques on student learning and cognitive load, little is known about the structure of these code presentation techniques. In this study, we analyze the lecture recordings of a mid-level Computer Science course which uses both static code examples and live coding for teaching code snippets. We analyze these recordings with the intent to understand what these pedagogical techniques for teaching and learning programming consist of. We also analyze student feedback about both these pedagogical strategies to better understand these teaching methods from the students' perspective. We believe that our work will shed light on the usefulness of static code examples and live coding in Computer Science courses. © 2021 Owner/Author.},
keywords={Live Coding;  Static Code Examples;  Student Survey;  Video Analysis},
keywords={Computer programming;  Education computing;  Teaching;  Video signal processing, Computer Science course;  Computing education;  Pedagogical strategies;  Pedagogical technique;  Qualitative analysis;  Students' perspectives;  Teaching and learning;  Teaching techniques, Students},
references={Beets, S.D., Lobingier, P.G., Cyber dimensions: Pedagogical techniques: Student performance and preferences (2001) Journal of Education for Business, 76 (4), pp. 231-235. , 2001; Bennedsen, J., Caspersen, M.E., Revealing the programming process (2005) Proceedings of the 36th Sigcse Technical Symposium on Computer Science Education., pp. 186-190; Bernard, H.R., Bernard, H.R., (2013) Social Research Methods: Qualitative and Quantitative Approaches, , Sage; Blokzijl, W., Naef, R., The instructor as stagehand: Dutch student responses to powerpoint (2004) Business Communication Quarterly, 67 (1), pp. 70-77. , 2004; Busjahn, T., Schulte, C., The use of code reading in teaching programming (2013) Proceedings of the 13th Koli Calling International Conference on Computing Education Research., pp. 3-11; Clark, J., Powerpoint and pedagogy: Maintaining student interest in university lectures (2008) College Teaching, 56 (1), pp. 39-44. , 2008; Crouch, C., Fagen, A.P., Callan, J.P., Mazur, E., Classroom demonstrations: Learning tools or entertainment? 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publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Whalley202111,
author={Whalley, J. and Settle, A. and Luxton-Reilly, A.},
title={Analysis of a Process for Introductory Debugging},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={11-20},
doi={10.1145/3441636.3442300},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103247552&doi=10.1145%2f3441636.3442300&partnerID=40&md5=d254e1d751025e71d830626383a56770},
affiliation={Auckland University of Technology, New Zealand; DePaul University, United States; The University of Auckland, New Zealand},
abstract={Debugging code is a complex task that requires knowledge about the mechanics of a programming language, the purpose of a given program, and an understanding of how the program achieves the purpose intended. It is generally accepted that prior experience with similar bugs improves the debugging process and that a systematic process is needed to be able to successfully move from the symptoms of a bug to the cause. Students who are learning to program may struggle with one or more aspect of debugging, and anecdotally, spend a lot of their time debugging faulty code. In this paper we analyse student answers to questions designed to focus student attention on the symptoms of a bug and to use those symptoms to generate a hypothesis about the cause of a bug. To ensure students focus on the symptoms rather than the code, we use paper-based exercises that ask students to reflect on various bugs and to hypothesize about the cause. We analyse the students' responses to the questions and find that using our structured process most students are able to generalize from a single failing test case to the likely problem in the code, but they are much less able to identify the appropriate location or an actual fix. © 2021 ACM.},
keywords={debugging;  debugging process;  teaching},
keywords={Education computing;  Students, Complex task;  Debugging process;  Prior experience;  Structured process;  Systematic process;  Test case, Program debugging},
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publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rigby202031,
author={Rigby, L. and Denny, P. and Luxton-Reilly, A.},
title={A miss is as good as a mile: Off-by-one errors and arrays in an introductory programming course},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={31-38},
doi={10.1145/3373165.3373169},
note={cited By 2; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079328711&doi=10.1145%2f3373165.3373169&partnerID=40&md5=cf5bea50abc66c9e467dc9b93cd01674},
affiliation={University of Auckland, New Zealand},
abstract={Loops and arrays are fundamental CS1 concepts, but ones that can be problematic for novice programmers. In this research, we investigate off-by-one errors - logic errors where loops perform one too few or one too many iterations - in code using an indexed loop over an array. We classify off-by-one errors, and explore the prevalence of each type, by analyzing a large set of code submissions from students in a first year programming course as they tackle a sequence of exercises. We describe an approach to reliably identify off-by-one errors through dynamic analysis, and find that off-by-one errors are both common and persist across exercises. We also show that students infrequently choose to iterate over an array in reverse, but when they do they more commonly encounter off-by-one errors. We conclude that teaching material should explicitly focus student attention on boundary cases, and should provide more examples that iterate through arrays in reverse. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Arrays;  CS1;  Indexed loops;  Logic error;  Loop error;  Off-by-one},
keywords={Codes (symbols);  Computation theory;  Computer circuits;  Education computing;  Students, Arrays;  First year programming;  Indexed loops;  Introductory programming course;  Logic errors;  Novice programmer;  Off-by-one;  Teaching materials, Errors},
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sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason2020160,
author={Mason, R. and Seton, C.},
title={Assessing international students - The role of cognitive load},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={160-166},
doi={10.1145/3373165.3373183},
note={cited By 2; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079328135&doi=10.1145%2f3373165.3373183&partnerID=40&md5=fc275c4f51e30897b6b571a4abb630e8},
affiliation={School of Business and Tourism (IT Discipline), Southern Cross University, Gold Coast, QLD, Australia},
abstract={Information Technology programs in Australian Universities have an increasmg number of low-entry score and Non-Speaking English Background (NESB) students, which encourages educators to implement new strategies for these students to succeed. At a regional university, an undergraduate course on databases had previously been redeveloped using Cognitive Load theory (CLT). The redeveloped course had been delivered with a resulting increase in pass rates and student satisfaction. The next year, a new cohort of international students from China performed poorly in the final exam after successfully completing the relatively challenging assessments. The exam scripts and the exam paper were examined through the lens of CLT. A new analogous exam was written applying CLT principles and given to the same students. The students performed significantly better in the second exam. Guidelines for the design of exams for international students and other struggling students are discussed. © 2020 Copyright is held by the owner/author(s). Publication rights licensed to ACM},
keywords={Assessment;  Cogmtive load;  Database;  EAL;  International students;  NESB},
keywords={Computation theory;  Database systems;  Education computing, Assessment;  Cognitive load theory;  Information technology programs;  International students;  NESB;  Regional universities;  Student satisfaction;  Undergraduate Courses, Students},
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sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Du2020195,
author={Du, Y. and Luxton-Reilly, A. and Denny, P.},
title={A review of research on Parsons problems},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={195-202},
doi={10.1145/3373165.3373187},
note={cited By 5; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079325023&doi=10.1145%2f3373165.3373187&partnerID=40&md5=b08f858bf302e5651fdb84732fad1450},
affiliation={University of Auckland, Auckland, New Zealand},
abstract={Parsons problems are a type of programming exercise where students rearrange jumbled code blocks of a solution program back into its original form. It is usually implemented as a complement or alternative to traditional programming exercises like code-tracing and code-writing. This paper reviews the existing literature on the Parsons problem in introductory CS education. We find that the flexible nature of the design of Parsons problems has led to many variants, and these have been continuously refined to better address student needs. However, the effectiveness of Parsons problems, both as a question type and as a learning tool in CS education, remains uncertain due to a lack of replicated research in the field. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Parsons problem;  Parsons puzzle;  Programming exercise},
keywords={Codes (symbols);  Students, Code blocks;  Code-writing;  CS education;  Learning tool;  Parsons problem;  Parsons puzzles;  Programming exercise;  Question type, Education computing},
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- Execution-based vs. Line-based feedback (2013) 2013 Learning and Teaching in Computing and Engineering, pp. 55-61. , https://doi.org/10.1109/LaTiCE.2013.26; Helminen, J., Ihantola, P., Karavirta, V., Malmi, L., How do students solve Parsons programming problems?: An analysis of interaction traces (2012) Proceedings of the Ninth Annual International Conference on International Computing Education Research (ICER'12), pp. 119-126. , https://doi.org/10.1145/2361276.2361300, ACM, New York, NY, USA; Ihantola, P., Helminen, J., Karavirta, V., How to study programming on mobile touch devices: Interactive python code exercises (2013) Proceedings of the 13th Koli Calling International Conference on Computing Education Research (Koli Calling'13), pp. 51-58. , https://doi.org/10.1145/2526968.2526974, ACM, New York, NY, USA; Ihantola, P., Karavirta, V., Two-dimensional parson's puzzles: The concept, tools, and first observations (2011) Journal of Information Technology Education, 10, pp. 119-132. , 2011; Karavirta, V., Helminen, J., Ihantola, P., A mobile learning application for Parsons problems with automatic feedback (2012) Proceedings of the 12th Koli Calling International Conference on Computing Education Research (Koli Calling'12), pp. 11-18. , https://doi.org/10.1145/2401796.2401798, ACM, New York, NY, USA; Kitchenham, B., Charters, S., Guidelines for performing systematic literature reviews in software engineering (2007) Technical Report EBSE 2007-001, , http://www.dur.ac.uk/ebse/resources/Systematic-reviews-5-8.pdf, Keele University and Durham University Joint Report; Kumar, A.N., Epplets: A tool for solving parsons puzzles (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18), pp. 527-532. , https://doi.org/10.1145/3159450.3159576, ACM, New York, NY, USA; Kumar, A.N., Helping students solve parsons puzzles better (2019) Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE'19), pp. 65-70. , https://doi.org/10.1145/3304221.3319735, ACM, New York, NY, USA; Kumar, A.N., Mnemonic variable names in Parsons puzzles (2019) Proceedings of the ACM Conference on Global Computing Education (CompEd'19), pp. 120-126. , https://doi.org/10.1145/3300115.3309509, ACM, New York, NY, USA; Kumar, A.N., Representing and evaluating strategies for solving parsons puzzles (2019) Intelligent Tutoring Systems, pp. 193-203. , re Coy, Yugo Hayashi, and Maiga Chang (Eds.). Springer International Publishing, Cham; Lister, R., Clear, T., Bouvier, D.J., Carter, P., Eckerdal, A., Jacková, J., Lopez, M., Seppälä, O., Naturally occurring data as research instrument: Analyzing examination responses to study the novice programmer (2010) ACM SIGCSE Bulletin, 41 (4), pp. 156-173. , 2010; Lokkila, E., Kaila, E., LindÃŠn, R., Laakso, M.-J., Sutinen, E., (2016) Developing a Technology Enhanced CS0 Course for Engineering Students, , International Association for Development of the Information Society 2016; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Proceedings of the Fourth International Workshop on Computing Education Research (ICER'08), pp. 101-112. , https://doi.org/10.1145/1404520.1404531, ACM, New York, NY, USA; Morrison, B.B., Margulieux, L.E., Ericson, B., Guzdial, M., Subgoals help students solve Parsons problems (2016) Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE'16), pp. 42-47. , https://doi.org/10.1145/2839509.2844617, ACM, New York, NY, USA; Oyelere, S.S., Suhonen, J., Laine, T.H., Integrating parson's programming puzzles into a game-based mobile learning application (2017) Proceedings of the 17th Koli Calling International Conference on Computing Education Research (Koli Calling'17), pp. 158-162. , https://doi.org/10.1145/3141880.3141882, ACM, New York, NY, USA; Parsons, D., Haden, P., Parson's programming puzzles: A fun and effective learning tool for first programming courses (2006) Proceedings of the 8th Australasian Conference on Computing Education - Volume 52 (ACE'06), pp. 157-163. , http://dl.acm.org.ezproxy.auckland.ac.nz/citation.cfm?id=1151869.1151890, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Rajala, T., Laakso, M.-J., Kaila, E., Salakoski, T., Ville: A language-independent program visualization tool (2007) Proceedings of the Seventh Baltic Sea Conference on Computing Education Research-, 88, pp. 151-159. , Australian Computer Society, Inc; Sirkiä, T., Combining Parson's problems with program visualization in CS1 context (2016) Proceedings of the 16th Koli Calling International Conference on Computing Education Research (Koli Calling'16), pp. 155-159. , https://doi.org/10.1145/2999541.2999558, ACM, New York, NY, USA; Sweller, J., (2010) Cognitive Load Theory: Recent Theoretical Advances, , 2010; Thomas, A., Stopera, T., Frank-Bolton, P., Simha, R., Stochastic tree-based generation of program-tracing practice questions (2019) Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE'19), pp. 91-97. , https://doi.org/10.1145/3287324.3287492, ACM, New York, NY, USA; Weintrop, D., Wilensky, U., To block or not to block, that is the question: Students' Perceptions of Blocks-based Programming (2015) Proceedings of the 14th International Conference on Interaction Design and Children (IDC'15), pp. 199-208. , https://doi.org/10.1145/2771839.2771860, ACM, New York, NY, USA; Zhi, R., Chi, M., Barnes, T., Price, T.W., Evaluating the effectiveness of parsons problems for block-based programming (2019) Proceedings of the 2019 ACM Conference on International Computing Education Research (ICER'19), pp. 51-59. , https://doi.org/10.1145/3291279.3339419, ACM, New York, NY, USA},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Herbert202076,
author={Herbert, N. and Herbert, D. and Wapstra, E. and de Salas, K. and Acuña, T.},
title={An exploratory study of factors affecting attrition within an ICT degree},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={76-85},
doi={10.1145/3373165.3373174},
note={cited By 0; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079321176&doi=10.1145%2f3373165.3373174&partnerID=40&md5=8e9d92d89d4e003a6838279e81008920},
affiliation={University of Tasmania, Hobart, TAS, Australia},
abstract={While the number of students commencing an Information and Communication Technology (ICT) degree has grown over the last few years, the high attrition rate m ICT degrees is a major concern of both the ICT industry and higher education. This empirical study analyses what pre-tertiary factors, such as gender, citizenship, age, and entry qualification, are useful in detecting when a student is likely to withdraw from an undergraduate ICT degree. Academic advisors can use the information to apply appropriate intervention measures at times when they are most likely to be effective at reducing attrition. For some pre-tertiaiy factors it is recommended to apply the intervention measures before a problem has arrsen. © 2020 Copyright is held by the owner/author(s). Publication rights licensed to ACM ACM 978-1-4503-7686-0/20/02...$15.00},
keywords={Age;  ATAR;  Attrition;  Citizenship;  Gender;  TAFE},
keywords={Education computing, ATAR;  Attrition;  Citizenship;  Gender;  TAFE, Students},
references={Barber, T., Netherton, C., Transitioning between vocational and university education in Australia: The impact of the vocational education experience on becoming a university student (2018) Journal of Vocational Education &Training, 70 (4), pp. 600-618; Barker, L., McDowell, C., Kalahar, K., Exploring factors that influence computer science introductory course students to persist in the major (2009) Proceedings of the 40th ACM Technical Symposium on Computer Science Education, pp. 153-157. , ACM, New York, NY, USA; Blyth, K., Selection methods for undergraduate admissions in Australia. Does the Australian predominate entry scheme the Australian Tertiary Admissions Rank (ATAR) have a future? (2014) Journal of Higher Education Policy and Management, 36 (3), pp. 268-278; Beaubouef, T., Mason, J., Why the high attrition rate for computer science students: Some thoughts and observations (2005) ACM SIGCSE Bulletin, 31 (2). , n; Beyer, S., Rynes, K., Perrault, J., Hay, K., Haller, S., Gender differences in computer science students (2003) SIGCSE Bulletin, 35 (l), pp. 49-53; Biggers, M., Brauer, A., Yilmaz, T., Student perceptions of computer science: A retention study comparing graduating seniors with cs leavers (2008) Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, , Portland, OR, USA; Butler, M., Morgan, M., Sheard, J., Simon, Falkner, K., Weerasinghe, A., Initiatives to increase engagement in first-year ICT (2015) Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, pp. 308-313. , ACM, New York, NY, USA; Catterall, J., Davis, J., Yang, D.F., Facilitating the learning journey from vocational education and training to higher education (2014) Higher Education Research & Development, 33 (2), pp. 242-255; (2019) Australia's Digital Pulse 2019: Booming Today, but How Can We Sustain Digital Workforce Growth?, , https://www.acs.org.au/content/dam/acs/acs-publications/Digital-Pulse-2019FINAL-Web.pdf, accessed 14 September 2019; Dobson, I., Skuja, E., Secondary schooling, tertiary entry ranks and university performance (2005) People & Place, 13, pp. 53-62; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32 n (3), pp. 25-28; Haungs, M., Clark, C., Clements, J., Janzen, D., Improving first-year success and retention through interest-based CS0 courses (2012) Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, , Raleigh, North Carolina, USA; Herbert, N., de Salas, K., Lewis, I., Dermoudy, J., Ellis, L., ICT curriculum and course structure: The great balancing act (2014) Proceedings of the Sixteenth Australasian Computing Education Conference-, 148, pp. 21-30. , Australian Computer Society, Inc; Herbert, N., Herbert, D., Is the ATAR a useful predictor of success in ICT?: An empirical study (2018) Proceedings of the 20th Australasian Computing Education Conference, pp. 35-44. , ACM, New York, NY, USA; Horton, D., Craig, M., Drop, fail, pass, continue: Persistence in CS1 and beyond in traditional and inverted delivery (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education, Kansas City, , Missouri, USA; Lang, C., McKay, J., Lewis, S., Seven factors that influence ICT student achievement (2007) SIGCSE Bull, 9 (3), pp. 221-225; Long, M., Ferrier, F., Heagney, M., (2006) Stay, Play or Give It Away? Students Continuing, Changing or Leaving University Study in First Year, , Monash University, Centre for the economics of education and training; Margolis, J., Fisher, A., (2002) Unlocking the Clubhouse: Women in Computing, , Cambridge, MA: MIT Press; Pappas, I., Giannakos, M., Jaccheri, L., Investigating factors influencing students' intention to dropout computer science studies (2016) Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, , Arequipa, Peru; Ragsdale, S., Pursuing and finishing an undergraduate computing degree: Insights from women computing graduates (2015) J. Comput. Sci. Coll., 30 (5), pp. 52-59; Roberts, M., McGill, T., Hyland, P., Attrition from Australian ICT degrees: Why women leave (2012) Proceedings of the Fourteenth Australasian Computing Education Conference, 123, pp. 15-24. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Sheard, J., Carbone, A., Markham, S., Hurst, A.J., Casey, D., Avram, C., Performance and progression of first year ICT students (2008) Proceedings of the Tenth Conference on Australasian Computing Education, pp. 119-127. , Wollongong, NSW, Australia; (2019) What is TAFE, , https://studylink.eom/articles/what-is-tafe/17thAugust2019, Retrieved from; Simon, An IT degree combining the strengths of university and TAFE (2003) Proceedings of the Fifth Australasian Conference on Computing Education - Volume 20 (ACE '03), 20, pp. 35-40. , Tony Greening and Raymond Lister (Eds.),. Australian Computer Society, Inc., Darlmghurst, Australia; Smith, V., Fernandez, E., Factors affecting first year retention of CIT students (2014) Proceedings of the ASEE Annual Conference & Exposition, pp. 1-11. , Academic Search Ultimate, EBSCOhost; (2017) What is the ATAR, , http://www.uac.edu.au/atar/2lstNovember2017, Retrieved from; Watson, C., Li, F., Failure rates in introductory programming revisited (2014) Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education, , Uppsala, Sweden; Watson, L., Improving the experience of TAFE award-holders in higher education (2008) International Journal of Training Research, 6 (2), pp. 40-53; Wilson, B., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) SIGCSE Bull, 33 (1), pp. 184-188; Morgan, M., Butler, M., Sinclair, J., Gonsalvez, C., Thota, N., Contrasting CS student and academic perspectives and experiences of student engagement (2018) Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018 Companion), pp. 1-35. , ACM, New York, NY, USA; Petersen, A., Craig, M., Campbell, J., Tafliovich, A., Revisiting why students drop CS1 (2016) Proceedings of the 16th Koli Calling International Conference on Computing Education Research, pp. 71-80. , ACM, New York. NY, USA},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Nolan201947,
author={Nolan, K. and Mooney, A. and Bergin, S.},
title={An Investigation of Gender Differences in Computer Science Using Physiological, Psychological and Behavioural Metrics},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={47-55},
doi={10.1145/3286960.3286966},
note={cited By 4; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061281608&doi=10.1145%2f3286960.3286966&partnerID=40&md5=98899b1f15e64bfbb9ab901ae31b5396},
affiliation={Maynooth University, Kildare, Ireland},
abstract={Gender imbalance in tertiary Computer Science (CS) and Information Technology (IT) courses is a cause for concern globally. Current estimates of this imbalance are ∼70:30 male to female. Within the CS education field numerous studies have investigated the cause of this imbalance (e.g. misconceptions of CS, stereotypes, etc.) and have attempted to identify factors that influence uptake, retention, and performance. Whilst these studies have had varying degrees of success, none appear to have investigated in-the-moment physiological differences between genders during module examinations. Such research could provide new insight on how male and female students process and respond in such a setting and provide new opportunities to better tailor module delivery and assessment. This paper describes a novel study that investigates gender differences in skin conductance and heart rate variability during a controlled exam-like setting. Participant background information such as gender, age, previous experience, etc. was collected at the outset. The examination was designed and validated in-house using a peer-review process and carefully constructed to ensure that only one new concept was introduced per question. General behavioural metrics, such as doodling, response time, and researcher observations were gathered. An out-of-the-box psychological test was used to measure self-reported anxiety and physiological arousal was measured using wearable sensors before and during the experiment. Study design, methodology, and analysis are described in detail. Findings suggest differences exists between genders in physiological and behavioural responses when completing programming comprehension questions. The findings provide valuable evidence to justify future research in this area. © 2019 Association for Computing Machinery.},
keywords={CS1;  Gender;  physiological signals;  programming},
keywords={Education computing;  Engineering education;  Mathematical programming;  Physiological models;  Physiology;  Testing, Background information;  Gender;  Gender differences;  Heart rate variability;  Peer-review process;  Physiological differences;  Physiological signals;  Psychological tests, Behavioral research},
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(2011) Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education (ITiCSE '11), pp. 323-327. , ACM, New York, NY, USA; Poh, M., Swenson, N.C., Picard, R.W., A wearable sensor for unobtrusive, long-term assessment of electrodermal activity (2010) IEEE Transactions on Biomedical Engineering, 57 (5), pp. 1243-1252. , May 2010; Quille, K., Culligan, N., Bergin, S., Insights on gender differences in cs1: A multi-institutional, multi-variate study (2017) Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '17), pp. 263-268. , ACM, New York, NY, USA; Redmond, K., Evans, S., Sahami, M., A large-scale quantitative study ofwomen in computer science at stanford university (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education (SIGCSE '13), pp. 439-444. , ACM, New York, NY, USA; Rohrmann, S., Hopp, H., Quirin, M., Gender differences in psychophysiological responses to disgust (2008) Journal of Psychophysiology, 22 (2), pp. 65-75. , (2008), arXiv:https://doi.org/10.1027/0269-8803.22.2.65; Brian, K., Sandall, Wearable technology and schools: Where are we and where do we go from here? (2016) Journal of Curriculum, Teaching, Learning and Leadership in Education, 1 (1), p. 9. , 2016; Saulsberry, D., Dwindling number of female students: What are we missing? (2012) Proceedings of the 13th Annual Conference on Information Technology Education (SIGITE '12), pp. 221-226. , ACM, New York, NY, USA; Sinclair, J., Kalvala, S., Exploring societal factors affecting the experience and engagement of first year female computer science undergraduates (2015) Proceedings of the 15th Koli Calling Conference on Computing Education Research (Koli Calling '15), pp. 107-116. , ACM, New York, NY, USA; Charles, D., Spielberger, (1989) State-Trait Anxiety Inventory: Bibliography (2nd Ed.), , CA: Consulting Psychologists Press; Spielberger, C.D., Gorsuch, R., Lushene, R.L., Vagg, P.R., Jacobs, G.A., (1983) Manual for the State-Trait Anxiety Inventory, , CA: Consulting Psychologists Press; Taylor, S., Jaques, N., Chen, W., Fedor, S., Sano, A., Picard, R., Automatic identification of artifacts in electrodermal activity data (2015) 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC), pp. 1934-1937; Voss, A., Schroeder, R., Heitmann, A., Peters, A., Perz, S., Short-term heart rate variability-influence of gender and age in healthy subjects (2015) PloS One; Whalley, J., Prasad, C., Ajith Kumar, P.K., Decoding doodles: Novice programmers and their annotations (2007) Proceedings of the Ninth Australasian Conference on Computing Education - Volume 66 (ACE '07), pp. 171-178. , http://dl.acm.org/citation.cfm?id=1273672.1273693, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Wilson, B., Improving comfort level of females in the first computer programming course: Suggestions for CS faculty (2008) J. Comput. Sci. Coll., 23 (4), pp. 28-34. , http://dl.acm.org/citation.cfm?id=1352079.1352086, April 2008; (2017) Women in STEM Workforce 2017, , https://www.wisecampaign.org.uk/statistics/women-in-stem-workforce-2017/, WISE},
correspondence_address1={Nolan, K.; Maynooth UniversityIreland; email: keith.nolan@mu.ie},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Braun2019106,
author={Braun, R. and Brookes, W. and Hadgraft, R. and Chaczko, Z.},
title={Assessment Design for Studio-Based Learning},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={106-111},
doi={10.1145/3286960.3286973},
note={cited By 6; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061266486&doi=10.1145%2f3286960.3286973&partnerID=40&md5=51e80d11b5d61a7010c40a9999d15108},
affiliation={Faculty of Engineering and Information Technology, University of Technology Sydney, Broadway, NSW, Australia},
abstract={Studio-based learning is not new to computing education, however as the ecosystem of available Open Educational Resources (OERs) expands, the capacity and desire for student self-directed learning is growing. However increasing student autonomy in how and when learning takes place creates challenges around assessment. This paper introduces the design of assessment tasks to support studiobased learning at undergraduate level. It describes an example of using learning contracts and portfolio-based assessment for evaluating individual and team performance. The paper presents some initial observations of the approach taken, and its transferability to other areas of the curriculum. © 2019 Association for Computing Machinery.},
keywords={Portfolios;  Student assessment;  Studio-based learning},
keywords={Education computing;  Studios, Assessment tasks;  Computing education;  Open educational resources;  Portfolios;  Self-directed learning;  Student assessment;  Team performance, Students},
references={Braun, R., Chaczko, Z., That flipping classroom-getting engineering students to be consciously competent on their own (2015) 14th International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-4. , IEEE; Braun, R., Miller, G., Chaczko, Z., Brookes, W., First experiences of Studios in the new Data Engineering program (2018) 17th International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-5. , IEEE; Carbone, A., Sheard, J., A studio-based teaching and learning model in IT: What do first year students think? (2002) SIGCSE Bull., 34 (3), pp. 213-217. , June 2002; Clear, T., A place for learning agreements in capstone computing courses? (2010) ACM Inroads, 1 (4), pp. 10-11. , Dec. 2010; Docherty, M., Sutton, P., Brereton, M., Kaplan, S., An innovative design and studio-based CS degree (2001) SIGCSE Bull., 33 (1), pp. 233-237. , Feb. 2001; Hundhausen, C.D., Fairbrother, D., Petre, M., An empirical study of the "Prototype Walkthrough": A studio-based activity for HCI education (2012) ACM Trans. Comput.-Hum. Interact., 19 (4), p. 36. , (Dec. 2012), Article 26; Hundhausen, C.D., Hari Narayanan, N., Crosby, M.E., Exploring studio-based instructional models for computing education (2008) SIGCSE Bull., 40 (1), pp. 392-396. , March 2008; Nurkkala, T., Brandle, S., Software studio: Teaching professional software engineering (2011) Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (SIGCSE '11), pp. 153-158. , ACM, New York, NY, USA; (2017) Information Technology Curricula 2017: Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology, , Task Group on Information Technology Curricula, ACM, New York, NY, USA; Prior, J., Connor, A., Leaney, J., Things coming together: Learning experiences in a software studio (2014) Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE '14), pp. 129-134. , ACM, New York, NY, USA; Prior, J., Ferguson, S., Leaney, J., Reflection is hard: Teaching and learning reflective practice in a software studio (2016) Proceedings of the Australasian Computer Science Week Multiconference (ACSW '16), p. 8. , ACM, New York, NY, USA, Article 7; Stephenson, J., Capability and quality in higher education (1992) Quality in Learning: A Capability Approach to Higher Education, , John Stephenson and Susan Weil (Eds.). Kogan Page, Chapter 1; Stephenson, J., The concept of capability and its importance in higher education (2013) Capability and Quality in Higher Education, pp. 1-13. , John Stephenson and Mantz Yorke (Eds.). Routledge, Chapter 1; Thompson, D., Successful engagement in graduate attribute assessment using software (2009) Campus-Wide Information Systems, 26 (5), pp. 400-412. , 2009},
correspondence_address1={Braun, R.; Faculty of Engineering and Information Technology, Australia; email: robin.braun@uts.edu.au},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ahadi2019112,
author={Ahadi, A. and Mathieson, L.},
title={A Comparison of Three Popular Source code Similarity Tools for Detecting Student Plagiarism},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={112-117},
doi={10.1145/3286960.3286974},
note={cited By 9; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061266238&doi=10.1145%2f3286960.3286974&partnerID=40&md5=0b6e433327add0019f9d95faea3e0c8c},
affiliation={University of Technology, Sydney, Australia},
abstract={This paper investigates automated code plagiarism detection in the context of an undergraduate level data structures and algorithms module. We compare three software tools which aim to detect plagiarism in the students' programming source code. We evaluate the performance of these tools on an individual basis and the degree of agreement between them. Based on this evaluation we show that the degree of agreement between these tools is relatively low. We also report the challenges faced during utilization of these methods and suggest possible future improvements for tools of this kind. The discrepancies in the results obtained by these detection techniques were used to devise guidelines for effectively detecting code plagiarism. © 2019 Association for Computing Machinery.},
keywords={Computer Science Education;  Plagiarism;  Programming;  So.ware Similarity Detection},
keywords={Codes (symbols);  Computer programming;  Education computing;  Intellectual property;  Mathematical programming;  Software design, Automated code;  Computer Science Education;  Plagiarism;  Plagiarism detection;  Possible futures;  Similarity detection;  Source code similarities;  Source codes, Students},
references={Ahtiainen, A., Surakka, S., Rahikainen, M., Plaggie: GNUlicensed source code plagiarism detection engine for Java exercises (2006) Proceedings of the 6th Baltic Sea Conference on Computing Education Research: Koli Calling 2006, pp. 141-142. , ACM; Aiken, A., MOSS Documentation, , http://moss.stanford.edu/general/scripts/mossnet; Burrows, S., Tahaghoghi, S.M.M., Zobel, J., Efficient plagiarism detection for large code repositories (2007) Software: Practice and Experience, 37 (2), pp. 151-175. , 2007; Chen, X., Francia, B., Li, M., Mckinnon, B., Seker, A., Shared information and program plagiarism detection (2004) IEEE Transactions on Information Theory, 50 (7), pp. 1545-1551. , 2004; Flores, E., Barrón-Cedeño, A., Rosso, P., Moreno, L., Towards the detection of cross-language source code reuse (2011) Natural Language Processing and Information Systems, pp. 250-253. , 2011; Gitchell, D., Tran, N., Sim: A utility for detecting similarity in computer programs (1999) ACM SIGCSE Bulletin, 31, pp. 266-270. , ACM; Haskins, B., Utilising n-grams and edit distance as a means of identifying copied programming assignments (2014) Proceedings of the 44th Annual Conference of the Southern African Computer Lecturers' Association (SACLA), pp. 25-26. , Port Elizabeth; Luo, L., Ming, J., Wu, D., Liu, P., Zhu, S., Semantics-based obfuscation-resilient binary code similarity comparison with applications to so.ware plagiarism detection (2014) Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering, pp. 389-400. , ACM; Martins, V.T., Fonte, D., Rangel Henriques, P., Da Cruz, D., Plagiarism detection: A tool survey and comparison (2014) OASIcs-OpenAccess Series in Informatics, 38. , Schloss Dagstuhl-Leibniz-Zentrum fuer Informatik; Prechelt, L., Malpohl, G., Philippsen, M., Finding plagiarisms among a set of programs with JPlag (2002) J. UCS, 8 (11), p. 1016. , 2002; Ramírez-De-La Cruz, A., Ramírez-De-La Rosa, G., Sánchez-Sánchez, C., Jiménez-Salazar, H., Rodríguez-Lucatero, C., Arturo Luna-Ramírez, W., High level features for detecting source code plagiarism across programming languages. (2015) FIRE Workshops, pp. 10-14; Schleimer, S., Wilkerson, D.S., Aiken, A., Winnowing: Local algorithms for document ngerprinting (2003) Proceedings of the 2003 ACM SIGMOD International Conference on Management of Data, pp. 76-85. , ACM; Selwyn, N., Not necessarily a bad thing: A study of online plagiarism amongst undergraduate students (2008) Assessment & Evaluation in Higher Education, 33 (5), pp. 465-479. , 2008; Walker, J., Measuring plagiarism: Researching what students do, not what they say they do (2010) Studies in Higher Education, 35 (1), pp. 41-59. , 2010; Wang, X., Jhi, Y., Zhu, S., Liu, P., Behavior based so.ware the detection (2009) Proceedings of the 16th ACM Conference on Computer and Communications Security, pp. 280-290. , ACM; Wang, X., Jhi, Y., Zhu, S., Liu, P., Detecting software the via system call based birthmarks (2009) Computer Security Applications Conference, 2009. ACSAC'09, pp. 149-158. , Annual. IEEE; Xin, Z., Chen, H., Wang, X., Liu, P., Zhu, S., Mao, B., Xie, L., Replacement a.acks on behavior based so.ware birthmark (2011) International Conference on Information Security, pp. 1-16. , Springer},
correspondence_address1={Ahadi, A.; University of TechnologyAustralia; email: Alireza.Ahadi@uts.edu.au},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ahadi2019118,
author={Ahadi, A. and Lister, R. and Mathieson, L.},
title={ArAl: An Online Tool for Source Code Snapshot Metadata Analysis},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={118-125},
doi={10.1145/3286960.3286975},
note={cited By 0; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061255730&doi=10.1145%2f3286960.3286975&partnerID=40&md5=16dbb4b7eb4e2d371db17eafdd015e6e},
affiliation={University of Technology, Sydney, Australia},
abstract={Several systems that collect data from students' problem solving processes exist. Within computing education research, such data has been used for multiple purposes, ranging from assessing students' problem solving strategies to detecting struggling students. To date, however, the majority of the analysis has been conducted by individual researchers or research groups using case by case methodologies. Our belief is that with increasing possibilities for data collection from students' learning process, researchers and instructors will benefit from ready-made analysis tools. In this study, we present ArAl, an online machine learning based platform for analyzing programming source code snapshot data. The benefit of ArAl is two-fold. The computing education researcher can use ArAl to analyze the source code snapshot data collected from their own institute. Also, the website provides a collection of well-documented machine learning and statistics based tools to investigate possible correlation between different variables. The presented web-portal is available at online-analysisdemo. herokuapp.com. This tool could be applied in many different subject areas given appropriate performance data. © 2019 Association for Computing Machinery.},
keywords={Aluminum compounds;  Codes (symbols);  Computer programming languages;  Data acquisition;  Education computing;  Machine learning;  Portals;  Problem solving, Computing education;  Data collection;  Learning process;  Metadata analysis;  Online machines;  Performance data;  Problem solving process;  Research groups, Students},
references={Ahadi, A., Hellas, A., Lister, R., A contingency table derived method for analyzing course data (2017) ACM Transactions on Computing Education (TOCE), 17 (3), p. 13. , 2017; Ahadi, A., Lister, R., Geek genes, prior knowledge, stumbling points and learning edge momentum: Parts of the one elephant? (2013) Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research (ICER '13), pp. 123-128. , ACM, New York, NY, USA; Ahadi, A., Lister, R., Haapala, H., Vihavainen, A., Exploring machine learning methods to automatically identify students in need of assistance (2015) Proceedings of the Eleventh Annual International Conference on International Computing Education Research (ICER '15), pp. 121-130. , ACM, New York, NY, USA; Ahadi, A., Lister, R., Teague, D., Falling behind early and staying behind when learning to program (2014) Proceedings of the 25th Psychology of Programming Conference (PPIG '14); Ahadi, A., Lister, R., Vihavainen, A., On the number of attempts students made on some online programming exercises during semester and their subsequent performance on final exam questions (2016) Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, pp. 218-223. , ACM; Balzuweit, E., Spacco, J., Snapviz: Visualizing programming assignment snapshots (2013) Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '13), pp. 350-350. , ACM, New York, NY, USA; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) ACM SIGCSE Bulletin, 39 (2), pp. 32-36. , 2007; Brusilovsky, P., Edwards, S., Kumar, A., Malmi, L., Benotti, L., Buck, D., Ihantola, P., Wollowski, M., Increasing adoption of smart learning content for computer science education (2014) Proceedings of the Working Group Reports of the 2014 on Innovation & Technology in Computer Science Education Conference (ITiCSE-WGR '14), pp. 31-57. , ACM, New York, NY, USA; Cohen, J., Cohen, P., West, S.G., Aiken, L.S., (1983) Applied Multiple Regression/correlation for the Behavioral Sciences, , 1983; Ihantola, P., Vihavainen, A., Ahadi, A., Butler, M., Börstler, J., Edwards, S.H., Isohanni, E., Rivers, K., Educational data mining and learning analytics in programming: Literature review and case studies (2015) Proceedings of the 2015 ITiCSE on Working Group Reports, pp. 41-63. , ACM; Matthew, C., Jadud, Methods and tools for exploring novice compilation behaviour (2006) Proceedings of the Second International Workshop on Computing Education Research, pp. 73-84. , ACM; Papoulis, A., (1990) Probability and Statistics, , Prentence-Hall International Editions; Petersen, A., Spacco, J., Vihavainen, A., An exploration of error quotient in multiple contexts (2015) Proceedings of the 15th Koli Calling Conference on Computing Education Research (Koli Calling '15), pp. 77-86. , ACM, New York, NY, USA; Mercedes, M.M.T., Tabanao, E., Lahoz, B.E., Jadud, M.C., Analyzing online protocols to characterize novice Java programmers (2009) Philippine Journal of Science, 138 (2), pp. 177-190. , 2009; Watson, C., Li, F.W.B., Godwin, J.L., Predicting performance in an introductory programming course by logging and analyzing student programming behavior (2013) Advanced Learning Technologies (ICALT), 2013 IEEE 13th International Conference on, pp. 319-323. , IEEE; Yates, F., Contingency tables involving small numbers and the ÏǦ2 test (1934) Supplement to the Journal of the Royal Statistical Society, 1 (2), pp. 217-235. , 1934},
correspondence_address1={Ahadi, A.; University of TechnologyAustralia; email: Alireza.Ahadi@uts.edu.au},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Lamers20181,
author={Lamers, D. and Mason, R.},
title={Advertising CS/IT degrees to female students in Australia},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={1-8},
doi={10.1145/3160489.3160497},
note={cited By 1; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042133813&doi=10.1145%2f3160489.3160497&partnerID=40&md5=a4d9785c54d85e48a6f967d1ebaa371a},
affiliation={Southern Cross UniversityNSW, Australia; Southern Cross UniversityQLD, Australia},
abstract={The Australian Computer Society (ACS) and other industry bodies predict a shortfall in university graduates needed to service the growth in technical IT job roles in Australia. This shortfall is exacerbated by the paucity of females both studying IT and working in the IT sector, particularly in technical majors and careers. One of the many reasons offered for the gender disparity in technical IT fields is the gender stereotyping of IT/CS careers displayed in mass media such as TV, games, film and advertising. Our study examines the advertising material promoting IT/CS degrees in Australian universities – specifically, the testimonials given by current and past students – to determine whether themes associated with females are less technically oriented than themes surrounding males. We also investigate whether gendered messages have an impact on the attitudes of students on the suitability of technical careers for females. This paper reports on the study findings: the proportions of genders used as role models in student testimonials; the attitudes of students towards efficacy in soft skills and technical skills; and the changes in attitudes towards technical and soft-skill efficacy upon presentation of gendered role-model examples. We found that male efficacy in technical and soft skills does not appear to change, whether male or female role models are presented; while female efficacy in technical abilities changes positively when female role models are presented, even when those role models are talking about IT ‘soft skills’. Implications for further research, policy and marketing in Australian universities are discussed.},
keywords={Computing education;  Confidence;  Diversity;  Education pipeline;  Gender;  Gender attitudes;  Self-efficacy;  Technical skills},
keywords={Education;  Education computing;  Marketing;  Personnel training;  Social sciences, Computing education;  Confidence;  Diversity;  Gender;  Gender attitudes;  Self efficacy;  Technical skills, Students},
references={Adya, M., Kaiser, K., Early determinants of women in the IT workforce: A model of girls’ career choices (2005) Information Technology & People, 18 (3), pp. 230-259. , http://dx.doi.org/10.1108/09593840510615860, 2005; Ahuja, M., Women in the information technology profession: A literature review, synthesis and research agenda (2002) European Journal of Information Systems, 11 (1), pp. 20-34. , 2002; Anderson, N., Lankshear, C., Timms, C., Courtney, L., Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects (2008) Computers & Education, 50 (4), pp. 1304-1318. , http://dx.doi.org/https://doi.org/10.1016/j.compedu.2006.12.003, ‘ (2008); (2015) The Promise of Diversity. Gender Equality in The ICT Profession, , https://www.acs.org.au/content/dam/acs/acs-publications/The%20Promise%20of%20Dviersity%20-%20Gender%20Equality%20in%20the%20ICT%20Profession.pdf, 2015). Retrieved August 2017 from; (2017) List of Universities in Australia, , http://www.australianuniversities.com.au/list/, 2017). Retrieved August 2017 from; Charles, M., Bradley, K., A matter of degrees: Female under-representation in computer science programs cross-nationally (2006) Women and Information Technology: Research on Under-Representation, pp. 183-203. , In JM Cohoon and W Aspray (Eds.). MIT Press; Cheryan, S., Siy, J., Vichayapai, M., Drury, B., Kim, S., Do female and Male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? (2011) Social Psychological and Personality Science, 2 (6), pp. 656-664. , http://dx.doi.org/10.1177/1948550611405218, 2011; Collins, N., (2016) Science “Girl Thing” Video Branded Offensive, , http://www.telegraph.co.uk/news/science/science-news/9349923/Science-girl-thing-video-branded-offensive.html, 2016). Retrieved August 2017 from; Cresswell, J., (2007) Qualitative Inquiry and Research Design: Choosing Among Five Approaches, , Sage Publications; Dilevko, J., Harris, R., Information technology and social relations: Portrayals of gender roles in high tech product advertisements (1997) Journal of The American Society for Information Science, 48 (8), pp. 718-727. , 1997; Dimitriadi, A., Young women in science and technology: The importance of choice (2013) Journal of Innovation and Entrepreneurship, 2 (1), p. 5. , http://dx.doi.org/10.1186/2192-5372-2-5, 2013); (2016) Australia’S Digital Pulse; Developing The Digital Workforce to Drive Growth in The Future. (2016), , https://www.acs.org.au/content/dam/acs/acs-documents/PJ52569-Australias-Digital-Pulse-2016_LAYOUT_Final_Web.pdf, Retrieved August 2017 from; (2017) Australia’S Digital Pulse. Policy Priorities to Fuel Australia’S Digital Workforce Boom. (2017), , https://www.acs.org.au/content/dam/acs/acs-publications/Australia%27s%20Digital%20Pulse%202017.pdf, Retrieved August 2017 from; Eisend, M., A meta-analysis of gender roles in advertising (2010) Journal of The Academy of Marketing Science, 38 (4), pp. 418-440. , http://dx.doi.org/10.1007/s11747-009-0181-x, 2010); Falkner, K., Szabo, C., Michell, D., Szorenyi, A., Thyer, S., Gender gap in academia: Perceptions of female computer science academics (2015) Proceedings of The 20th Conference on Innovation and Technology in Computer Science Education (ITiCSE’15), pp. 111-116. , In; Faulkner, W., The technology question in feminism (2001) Women’S Studies International Forum, 24 (1), pp. 79-95. , http://dx.doi.org/10.1016/S0277-5395(00)00166-7, 2001); Fisher, A., Craig, A., Forgasz, H., Lang, C., (2016) Digital Divas: Putting The Wow into Computing for Girls, , Monash University Publishing, Melbourne, Australia; Fisher, A., Margolis, J., (2003) Unlocking The Clubhouse: Women in Computing, , MIT Press; Gürer, D., Camp, T., An ACM-W literature review on women in computing (2002) ACM SIGCSE Bulletin, 34 (2), p. 121. , http://dx.doi.org/10.1145/543812.543844, 2002; Hall, E., (2016) Lack of Role Models One of Many Obstacles to Women in Science: Professor Emma Johnston. (2016), , http://www.abc.net.au/worldtoday/content/2016/s4433831.htm, Retrieved August 2017 from; Huffman, A., Whetten, J., Huffman, W., Using technology in higher education: The influence of gender roles on technology self-efficacy (2013) Computers in Human Behavior, 29 (4), pp. 1779-1786. , http://dx.doi.org/10.1016/j.chb.2013.02.012, 2013; Lafky, S., Duffy, M., Steinmaus, M., Berkowitz, D., Looking through gendered lenses: Female stereotyping in advertisements and gender role expectations (1996) Journalism & Mass Communication Quarterly, 73 (2), pp. 379-388. , http://dx.doi.org/10.1177/107769909607300209, 1996; Lockwood, P., Jordan, C., Kunda, Z., Motivation by positive or negative role models: Regulatory focus determines who will best inspire us (2002) Journal of Personality and Social Psychology, 83 (4), pp. 854-864. , http://dx.doi.org/10.1037//0022-3514.83.4.854, 2002; McCann, E., (2016) Vogue Codes 2016: Edwina McCann Introduces Vogue’S New Tech Initiative, , http://www.vogue.com.au/vogue+codes/news/vogue+codes+2016+edwina+mccann+introduces+vogues+new+tech+initiative,39414, 2016). Retrieved November 2017 from; Milner, L., Higgs, B., Gender sex-role portrayals in international television advertising over time: The Australian experience (2004) Journal of Current Issues & Research in Advertising, 26 (2), pp. 81-95. , http://dx.doi.org/10.1080/10641734.2004.10505166, 2004; O’Barr, W., Representations of masculinity and femininity in advertising (2006) Advertising & Society Review, 7 (2), p. 2. , 2006; (2016) Higher Education Statistics Data Cube (uCube), , http://highereducationstatistics.education.gov.au/, Australian Government Department of Education and Training. (2016). Retrieved August 2017 from; Orser, B., Riding, A., Stanley, J., Perceived career challenges and response strategies of women in the advanced technology sector (2012) Entrepreneurship & Regional Development, 24 (1-2), pp. 73-93. , http://dx.doi.org/10.1080/08985626.2012.637355, 2012; Smeby, J., Same-gender relationships in graduate supervision (2000) Higher Education, 40 (1), pp. 53-67. , 2000; Thomas, T., Allen, A., Gender differences in students’ perceptions of information technology as a career (2006) Journal of Information Technology Education, 5, pp. 165-178. , 2006; Wajcman, J., Feminist theories of technology (2010) Cambridge Journal of Economics, 34 (1), pp. 143-152. , http://dx.doi.org/10.1093/cje/ben057, 2010); Wang, S.-L.A., Customer testimonials and news clips as contextual cues in the consumer cognitive processing of online shopping: How do they build trust and then increase purchase intention? (2003) Journal of Promotion Management, 9 (1-2), pp. 145-162. , 2003; Whitehouse, G., Diamond, C., Hybrids” and the gendering of computing jobs in Australia (2005) Australasian Journal of Information Systems, 12, p. 2. , http://dx.doi.org/10.3127/ajis.v12i2.94, “ (2005); Wolin, L., Gender issues in advertising: An oversight synthesis of research (2003) Journal of Advertising Research, 43 (1), pp. 111-129. , 2003},
correspondence_address1={Mason, R.; Southern Cross UniversityAustralia; email: raina.mason@scu.edu.au},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Chung201863,
author={Chung, H. and Sarker, S. and Long, S. and Ellis, L. and Han, S.C. and Kang, B.H.},
title={A Comparative Study of Online and Face-to-Face Embedded Systems Learning Course},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={63-72},
doi={10.1145/3160489.3160499},
note={cited By 1; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042101428&doi=10.1145%2f3160489.3160499&partnerID=40&md5=9a8e2cb94810c96a685cecd276a4a36c},
affiliation={University of Tasmania, Hobart, Australia; University of Tasmania, Hobart, Australia; University of Tasmania, Hobart, Australia; University of Tasmania, Hobart, Australia; University of Sydney, Sydney, Australia; University of Tasmania, Hobart, Australia},
abstract={Embedded Systems are integrated into our daily life in many ways. Embedded systems education requires at least two major components: (1) a teacher with expertise in both hardware and software; (2) a hands-on experimental environment. Recent developments in educational tool kits for learning embedded systems, such as Ardu-EZ, increase the feasibility of teaching embedded systems online; but conclusive evidence about the efficiency of teaching embedded systems online is still very rare. This paper presents a comparative study of face-to-face and online delivery modes of an embedded systems course with a focus on students’ learning experience. During our experiment, an embedded systems course was taught in both face-to-face and online modes with identical content. The results show that online learning mode can be a viable alternative to the traditional face-to-face course for embedded systems education if required components such as student-teacher interaction, sufficient independent learning skills for the students, well-designed teaching materials, and tangible support are provided. © 2018 Association for Computing Machinery.},
keywords={E-learning;  Embedded System Education;  Online Education},
keywords={Curricula;  Distance education;  E-learning;  Education;  Education computing;  Online systems;  Students;  Teaching, Embedded system educations;  Embedded systems education;  Experimental environment;  Hardware and software;  Independent learning;  Learning experiences;  On-line education;  Online learning modes, Embedded systems},
references={Anderson, T., (2008) The Theory and Practice of Online Learning, , Athabasca University Press; Anderson, T., Dron, J., Learning technology through three generations of technology enhanced distance education pedagogy (2012) European Journal of Open, Distance and E-Learning, 15 (2); Anderson, T., Liam, R., Garrison, D.R., Archer, W., Assessing teacher presence in a computer conferencing context (2001) Journal of Asynchronous Learning Networks, 5 (2), pp. 1-17; Balogh, R., Educational robotic platform based on arduino (2010) Proceedings of The 1st International Conference on Robotics in Education, RiE2010, pp. 119-122. , FEI STU, Slovakia; Cho, M.-H., Kim, B.J., Students’ self-regulation for interaction with others in online learning environments (2013) The Internet and Higher Education, 17, pp. 69-75; Christenson, S.L., Reschly, A.L., Wylie, C., (2012) Handbook of Research on Student Engagement, , Springer Science & Business Media; Council, N.R., (2000) How People Learn: Brain, Mind, Experience, and School: Expanded Edition; Croxton, R.A., The role of interactivity in student satisfaction and persistence in online learning (2014) Journal of Online Learning and Teaching, 10 (2), p. 314; Garrison, D.R., Vaughan, N.D., (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines, , John Wiley & Sons; Griffith, A.L., Persistence of women and minorities in stem field majors: Is it the school that matters? (2010) Economics of Education Review, 29 (6), pp. 911-922; Guglielmino, P., Guglielmino, L., Are your learners ready for e-learning (2003) The AMA Handbook of E-Learning, , New York: American Management Association; Hamblen, J.O., Van Bekkum, G.M., An embedded systems laboratory to support rapid prototyping of robotics and the internet of things (2013) IEEE Transactions on Education, 56 (1), pp. 121-128; Ibrahim, I., Ali, R., Adam, M.Z., Elfidel, N., Embedded systems teaching approaches & challenges (2014) Engineering Education (ICEED), 2014 IEEE 6th Conference on, pp. 34-39. , In IEEE; Jabeen, Q., Khan, F., Hayat, M.N., Khan, H., Jan, S.R., Ullah, F., (2016) A Survey: Embedded Systems Supporting by Different Operating Systems, , arXiv preprint; Johnson, S.D., Aragon, S.R., Shaik, N., Palma-Rivas, N., Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments (2000) Journal of Interactive Learning Research, 11 (1), p. 29; Kumar, A., Fernando, S., Panicker, R.C., Project-based learning in embedded systems education using an FPGA platform (2013) IEEE Transactions on Education, 56 (4), pp. 407-415; MacNeil, T., Assessing the gap between community development practice and regional development policy (1997) Community Organizing; Canadian Experiences, pp. 149-163; Mason, R., Weller, M., Factors affecting students’ satisfaction on a web course (2000) Australasian Journal of Educational Technology, 16 (2); Mayes, T., Theoretical perspectives on interactivity in e-learning (2006) Interactions in Online Education: Implications for Theory and Practice, pp. 9-26; Nikolic, M., Majstorovic, D., Kastelan, I., Pjevalica, N., An approach to improvement of students learning of computer system engineering (2014) Proceedings of The E2LP Workshop at FedCSIS, pp. 17-20. , In; Noergaard, T., (2012) Embedded Systems Architecture: A Comprehensive Guide for Engineers and Programmers, , Newnes; Oshana, R., (2013) Software Engineering for Embedded Systems: Methods, Practical Techniques, and Applications, , Newnes; Östlund, B., Prerequisites for interactive learning in distance education: Perspectives from swedish students (2008) Australasian Journal of Educational Technology, 24 (1); Pellas, N., The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of second life (2014) Computers in Human Behavior, 35, pp. 157-170; Price, L., Richardson, J.T., Jelfs, A., Face-to-face versus online tutoring support in distance education (2007) Studies in Higher Education, 32 (1), pp. 1-20; Ritchie, H., Newby, T.J., Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction (1989) American Journal of Distance Education, 3 (3), pp. 36-45; Rovai, A.P., Development of an instrument to measure classroom community (2002) The Internet and Higher Education, 5 (3), pp. 197-211; Schaber, P., Wilcox, K., Whiteside, A.L., Marsh, L., Brooks, D.C., Designing learning environments to foster affective learning: Comparison of classroom to blended learning (2010) International Journal for The Scholarship of Teaching and Learning, 4 (2), p. 12; Swan, K., Building learning communities in online courses: The importance of interaction (2002) Education, Communication & Information, 2 (1), pp. 23-49; Walton, G., Childs, S., Blenkinsopp, E., Using mobile technologies to give health students access to learning resources in the UK community setting (2005) Health Information & Libraries Journal, 22 (s2), pp. 51-65; Wegerif, R., The social dimension of asynchronous learning networks (1998) Journal of Asynchronous Learning Networks, 2 (1), pp. 34-49; Wolf, M., (2012) Computers as Components: Principles of Embedded Computing System Design, , Elsevier; Wolf, M., (2014) High-Performance Embedded Computing: Applications in Cyber-Physical Systems and Mobile Computing, , Newnes; Wolf, W., Madsen, J., Embedded systems education for the future (2000) Proceedings of The IEEE, 88 (1), pp. 23-30; Wu, N., Zeng, K., Embedded system based first-year engineering course with aid of online simulation and social media (2016) The 9th First Year Engineering Experience (FYEE) Conference, , In; Yen, T.-Y., Wolf, W., (2013) Hardware-Software Co-Synthesis of Distributed Embedded Systems, , Springer Science & Business Media},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hsu2016,
author={Hsu, W.C. and Plunkett, S.W.},
title={Attendance and grades in learning programming classes},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843061},
art_number={a4},
note={cited By 2; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962610401&doi=10.1145%2f2843043.2843061&partnerID=40&md5=fb8aa6efef838dc7928b0dd33da8a4aa},
affiliation={Department of Computer Science, California State University, Northridge, 18111 Nordhoff St., Northridge, CA  91330-8225, United States; Department of Psychology, California State University, Northridge, 18111 Nordhoff St., Northridge, CA  91330-8255, United States},
abstract={Attendance has shown to have a positive effect on student performance in numerous disciplines. However, very few studies have focused on how attendance influences the learning of programming in the U.S. higher education system. This paper examines the relationship between attendance and student performance in introductory programming courses. Data were collected from 103 students from nine class sessions of introductory programming classes taught at University X by two instructors in the department of Computer Science in the first and second semesters during the 2014/2015 academic year. The statistical analyses showed a significant positive correlation between attendance and student programming performance beyond other factors. Thus, encouraging attendance is recommended to educators as a pedagogical strategy. Copyright 2016 ACM.},
keywords={Attendance;  Computer science course;  Learning programming;  Students' performance},
keywords={Computer programming;  Education;  Students;  Teaching, Attendance;  Computer Science course;  Higher education system;  Introductory programming;  Introductory programming course;  Learning programming;  Learning-of-programming;  Programming performance, Engineering education},
references={Crede, M., Roch, S.G., Kieszczynka, U.M., Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics (2010) Review of Educational Research, 80 (2), pp. 272-295. , Jun. 2010; Friedman, P., Rodriguez, F., McComb, J., Why students do and do not attend classes (2001) College Teaching, 49 (4), pp. 124-133. , Nov. 2001; Marburger, D.R., Absenteeism and undergraduate exam performance (2001) The Journal of Economic Education, 32 (2), pp. 99-109. , Jan. 2001; Van Blerkom, M.L., Class attendance in undergraduate courses (1992) The Journal of Psychology, 126 (5), pp. 487-494. , Sep. 1992; Chen, J., Lin, T., Cumulative class attendance and exam performance (2006) Applied Economics Letters, 13 (14), pp. 937-942. , Nov. 2006; Massingham, P., Herrington, T., Does attendance matter? An examination of student attitudes, participation, performance and attendance (2006) Journal of University Teaching and Learning Practice, 3 (2), pp. 82-103; Collett, P., Giles, N., Hrasky, S., Optional formative assessment tasks and class attendance: Their impact on student performance (2007) Global Perspectives on Accounting Education, 4, pp. 41-59; Dolnicar, S., Kaiser, S., Matus, K., Vialle, W., Can Australian universities take measures to increase the lecture attendance of marketing students? (2009) Journal of Marketing Education, 31 (3), pp. 203-211; Golding, J.M., The role of attendance in lecture classes: You can lead a horse to water (2011) Teaching of Psychology, 38 (1), pp. 40-42. , Jan. 2011; Besoluk, S., Önder, I., Deveci, I., Morningnesseveningness preferences and academic achievement of university students (2011) Chronobiology International, 28 (2), pp. 118-125. , Mar. 2011; Moldabayev, D., Menicucci, J.A., Al-Zubaidy, S., Abdulaziz, N., Attendance, performance and culture experience of the school of engineering, Nazarbayev University - An update (2013) Proceedings of the IEEE Global Engineering Education Conference (EDUCON), 60 (7), pp. 28-33. , Mar. 2013; Guleker, R., Keci, J., The effect of attendance on academic performance (2014) Mediterranean Journal of Social Sciences, 5 (23), pp. 961-966. , Nov. 2014; Lahtinen, E., Ala-Mutka, K., Järvinen, H.-M., A study of the difficulties of novice programmers (2005) Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education. ACM SIGCSE Bulletin, 37 (3), pp. 14-18. , http://doi.acm.org/10.1145/1151954.1067453, Sep. 2005; Kalman, H.K., Ellis, M.L., Improving undergraduate computer instruction: Experiments and strategies (2007) Association for the Advancement of Computing in Education Journal, 15 (1), pp. 23-38; Narula, M., Nagar, P., Relationship between students' performance and class attendance in a programming language subject in a computer course (2013) International Journal of Computer Science and Mobile Computing, 2 (8), pp. 206-210. , Aug. 2013; Akinola, O.S., Nosiru, K.A., Factors influencing students' performance in computer programming: A fuzzy set operations approach (2014) International Journal of Advances in Engineering & Technology, 7 (4), pp. 1141-1149. , Sept. 2014; Crenshaw, T.L., Chambers, E.W., Metcalf, H., Thakkar, U., A case study of retention practices at the University of Illinois at Urbana-Champaign (2008) Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, pp. 412-416. , http://doi.acm.org/10.1145/1352135.1352276, Potland, Oregon, USA, March 12-15, 2008. ACM, SIGCSE Bulletin; Veenstra, C.P., Dey, E.L., Herrin, G.D., Is modeling of freshman engineering success different from modeling of non-engineering success? (2008) Journal of Engineering Education, 97 (4), pp. 467-479. , Oct. 2008; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32 (3), pp. 25-28. , http://doi.acm.org/10.1145/353519.343063, Sep. 2000; Bergin, S., Reilly, R., Programming: Factors that influence success (2005) Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, pp. 411-415. , http://doi.acm.org/10.1145/947121.947131, St. Louis, Missouri, USA, February 23-27, 2005. SIGCSE'05. ACM, New York, NY; Wiedenbeck, S., Factors affecting the success of nonmajors in learning to program (2005) Proceedings of the 2005 International Workshop on Computing Education Research, , http://doi.acm.org/10.1145/1089786.1089788, ACM, New York, NY, 13-24; Holden, E., Weeden, E., The impact of prior experience in an information technology programming course sequence (2003) Proceeding of the 4th Conference on Information Technology Education, pp. 41-46. , Lafayette, Indiana, October 16-18, 2003 ACM, New York, NY; Di Salvo, B.J., Bruckman, A., Questioning video games' influence on CS interest (2009) Proceedings of the 4th International Conference on Foundations of Digital Games, , http://doi.acm.org/10.1145/1536513.1536561, ACM, New York, NY, 272-278; Muratet, M., Torguet, P., Jesse, J.-P., Viallet, F., Towards a serious game to help students learn computer programming (2011) Computer Technology and Computer Programming: Research and Strategies, pp. 250-275. , Apr. 2011; Gee, J.P., (2003) What Video Games Have to Teach Us About Learning and Literacy, , New York, NY, Palgrave/Macmillan; Anderson, C.A., Dill, K.E., Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life (2000) Journal of Personality and Social Psychology, 78 (4), pp. 772-790. , Apr. 2000; Gentile, D.A., Lynch, P.J., Linder, J.R., Walsh, D.A., The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance (2004) Journal of Adolescence, 27 (1), pp. 5-22. , Feb. 2004; Stratton, L.S., O'Toole, D.M., Wetzel, J.N., A multinomial logit model of college stopout and dropout behavior (2008) Economics of Education Review, 27 (3), pp. 319-331. , Jun. 2008; Subrahmanyam, K., Greenfield, P., Kraut, R., Gross, E., The impact of computer use on children's and adolescents' development (2001) Journal of Applied Developmental Psychology, 22 (1), pp. 7-30. , Jan. 2001; Attewell, P., Battle, J., Home computers and school performance (1999) The Information Society, 15 (1), pp. 1-10. , http://dx.doi.org/10.1080/019722499128628, Feb. 1999; Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Kafai, Y., Scratch: Programming for all (2009) Communications of the ACM, 52 (11), pp. 60-67. , http://doi.acm.org/10.1145/1592761.1592779, Nov. 2009; Cooper, S., Dann, W., Pausch, R., Alice: A 3-D tool for introductory programming concept (2000) Journal of Computing Sciences in Colleges, 15 (5), pp. 107-116. , May 2000; Henriksen, P., Kölling, M., Greenfoot: Combining object visualization with interaction (2004) Companion to 19th Annual ACM SIGPLAN Conference on Object-oriented Programming Systems, Languages, and Applications (OOPSLA), pp. 73-82; Pokress, S.C., Veiga, J., MIT App Inventor: Enabling personal mobile computing (2013) Proceedings of the PRoMoTo Workshop at the ACM SIGPLAN Conference on Systems, Programming, Languages and Applications (SPLASH'13), , ACM, New York, NY, USA. Oct. 2013; Tabachnick, B.G., Fidell, L.S., (2007) Using Multivariate Statistics, , New York, NY, Allyn and Bacon},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon2016,
author={Simon and Sheard, J.},
title={Academic integrity and computing assessments},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843060},
art_number={a3},
note={cited By 7; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962531920&doi=10.1145%2f2843043.2843060&partnerID=40&md5=09bc675c52fa3b3750b905e30fb2f049},
affiliation={University of Newcastle, Australia; Monash University, Australia},
abstract={A recent Australian project has investigated academics' and students' understandings of and attitudes to academic integrity in computing assessments. We explain the project and summarise some of its findings, which have been presented in a number of prior papers. In an extended discussion section we then raise a number of questions that we believe must be addressed by the computing education community if it is to be seen to take academic integrity seriously. We question the value and the validity of a number of current educational practices, and urge the community to work towards resolutions of the unanswered questions. © 2016 ACM.},
keywords={Academic integrity;  Computing assessment;  Programming assessment},
keywords={Computer applications;  Computer programming, Academic integrity;  Computing assessment;  Computing education, Education},
references={Charles Darwin University, (2015) Academic and Scientific Misconduct Policy, , http://www.cdu.edu.au/governance/policies/pol-001.pdf, Viewed September 2015; Chuda, D., Navrat, P., Kovacova, B., Humay, P., The issue of (software) plagiarism: A student view (2012) IEEE Transactions on Education, 55 (1), pp. 22-28; Clarke, R., Lancaster, T., Eliminating the successor to plagiarism? Identifying the usage of contract cheating sites (2006) Second International Plagiarism Conference; Cosma, G., Joy, M., Towards a definition of source code plagiarism (2008) IEEE Transactions on Education, 51 (2), pp. 195-200; D'Souza, D., Hamilton, M., Harris, M.C., Software development marketplaces - Implications for plagiarism (2007) Ninth Australasian Computing Education Conference (ACE 2007), pp. 27-33; James Cook University, (2015) Academic Acknowledgement and Plagiarism Policy, , www.jcu.edu.au/student/assessmentexams/JCU_090852.html, Viewed September 2015; Joy, M.S., Cosma, G., Yau, J.Y.-K., Sinclair, J., Source code plagiarism - A student perspective (2011) IEEE Transactions on Education, 54 (1), pp. 125-132; Joyce, D., Academic integrity and plagiarism: Australasian perspectives (2007) Computer Science Education, 17 (3), pp. 187-200; Mann, S., Frew, Z., Similarity and originality in code: Plagiarism and normal variation in student assignments (2006) Eighth Australasian Computing Education Conference (ACE 2006), pp. 143-150; McCabe, D.L., Treviño, L.K., Butterfield, K.D., Cheating in academic institutions: A decade of research (2001) Ethics & Behavior, 11 (3), pp. 219-232; Sheard, J., Dick, M., Computing student practices of cheating and plagiarism: A decade of change (2011) 16th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2011), pp. 233-237; Sheard, J., Dick, M., Markham, S., Macdonald, I., Walsh, M., Cheating and plagiarism: Perceptions and practices of first year IT students. Seventh (2002) ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2002), pp. 183-187; Simon, Electronic watermarks to help authenticate soft-copy exams (2005) Seventh Australian Computing Education Conference (ACE 2005), pp. 7-13; Simon, B.C., Sheard, J., Carbone, A., Johnson, C., Academic integrity: Differences between programming assessments and essays (2013) 13th International Conference on Computing Education Research - Koli Calling 2013, pp. 23-32; Simon, B.C., Carbone, A., Johnson, C., Lawrence, C., Minichiello, M., Sheard, J., How well do academic integrity policies and procedures apply to non-text assessments? (2014) Sixth International Integrity and Plagiarism Conference (6IIPC); Simon, B.C., Sheard, J., Carbone, A., Johnson, C., Student perceptions of the acceptability of various code-writing practices (2014) 19th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2014), pp. 105-110; Simon, B.C., Sheard, J., Carbone, A., Johnson, C., Academic integrity perceptions regarding computing assessments and essays (2014) Tenth International Computing Education Research Conference (ICER 2014), pp. 107-114; Simon, Sheard, J., Academic integrity and professional integrity in computing education (2015) 20th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2015), pp. 237-241; Simon, Sheard, J., In their own words: Students and academics write about academic integrity (2015) 15th International Conference on Computing Education Research - Koli Calling 2015, pp. 97-106; Shalloway, A., Trott, J.R., (2001) Design Patterns Explained: A New Perspective on Object-oriented Design, , Addison-Wesley; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Spacco, J., Hovemeyer, D., Pugh, W., An eclipsebased course project snapshot and submission system (2004) OOPSLA Workshop on Eclipse Technology EXchange 2004, pp. 52-56; (2015) University of Western Australia, , www.teachingandlearning.uwa.edu.au/staff/policies/conduct/university-policy-onacademic-conduct-ethical-scholarship,-academic-literacyand-academic-misconduct, University policy on academic conduct, Viewed September 2015; (2015) Victoria University of Wellington, , http://www.victoria.ac.nz/students/study/exams/integrity-plagiarism, Academic integrity and plagiarism, Viewed September 2015; Vogts, D., Plagiarising of source code by novice programmers a "cry for help"? (2009) 2009 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists, pp. 141-149; Zobel, J., "Uni cheats racket": A case study in plagiarism investigation (2004) Sixth Australasian Computing Education Conference (ACE 2004), pp. 357-365},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Trabelsi201483,
author={Trabelsi, Z. and Mustafa, U.},
title={A web-based firewall simulator tool for information security education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={83-90},
note={cited By 2},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984903752&partnerID=40&md5=31bd14cfe6ac2db051d6563cb64602bd},
affiliation={College of Information Technology, UAE University, PO Box 17551, Al Ain, United Arab Emirates},
abstract={Teaching practical information security requires the use of techniques, security and network devices and software, simulator tools, testbed networks, and hands-on lab exercises to support the educational process. This paper presents an educational web-based firewall simulator tool to help students learn the intricacies of writing firewall filtering rules to filter and inspect network traffic. The design principle of the simulator tool is to be easy to use while teaching the students the details of writing basic and advanced filtering rules. The simulator tool offers a set of educational functions that are not commonly available in professional firewalls. The tool can be used in any network and security course by instructors and students in the classroom. The impact of offering the simulator tool on the students' performance in terms of achieving the course outcomes is also discussed. © 2014, Australian Computer Society, Inc.},
keywords={Filtering rules;  Firewall;  Information security education;  Packet filtering;  Simulator tools},
keywords={Computer software;  Computer system firewalls;  E-learning;  Information filtering;  Simulators;  Students;  Teaching;  Websites, Filtering rules;  Firewall;  Information security education;  Packet filtering;  Simulator tools, Network security},
references={Conklin, A., Cyber Defense Competitions and Information Security Education: An Active Learning Solution for a Capstone Course. (2006) Proc. of the 39th Annual Hawaii International Conference on System Sciences, 9; Al-Shaer, E., El-Atawy, A., Samak, T., Automated Pseudo-live Testing of Firewall Configuration Enforcement. (2009) Proc. of IEEE Journal on Communication, 27 (3), pp. 302-314; Garrido, J., Bandyopadhyay, T., Simulation Model Development in Information Security Education. (2009) InfoSecCD '09 2009 Information Security Curriculum Development Conference, pp. 21-26. , Kennesaw; Ye, M., Sandrasegaran, K., Teaching about Firewall Concepts using the iNetwork Simulator. (2006) Information Technology Based Higher Education and Training, 2006, pp. 889-892. , ITHET '06. 7th International Conference, Ultimo; Irvine, C., Thompson, M., Allen, K., CyberCIEGE: gaming for information assurance (2005) IEEE Security & Privacy, 3 (3), pp. 61-64; Wang, X., Hembroff, G., Yedica, R., Using VMware VCenter lab manager in undergraduate education for system administration and network security. (2010) Proc. of the 2010 ACM conference on Information technology education, pp. 43-52; Hu, J., Cordel, D., Meinel, C., A Virtual Laboratory for IT Security Education. (2004) Proc. of the Conference on Information Systems in E-Business and EGovernment (EMISA), pp. 60-71; Stewart, K., Humphries, J., Andel, T., Developing a virtualization platform for courses in networking, systems administration and cyber security education (2009) Proc. of the 2009 Spring Simulation Multiconference, p. 65; Williams, K., Yu, H., An Interactive Firewall Simulator for Information Assurance Education (2011) Proc. of the World Congress on Engineering, 1, pp. 510-513},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McDonald201491,
author={McDonald, C.},
title={A Multi-tier client-server project employing mobile clients},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={91-96},
note={cited By 0},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984890199&partnerID=40&md5=f3b5e7649c471678a0b943d5bb50fdde},
affiliation={School of Computer Science and Software Engineering, The University of Western Australia, Crawley, WA  6009, Australia},
abstract={The current generation of Computer Science students are far more likely to engage with computer networking through their own mobile, wireless devices than they are using wired, desktop computers. Traditional approaches to teaching computer networking evolved when the Internet was composed of fixed wired infrastructure, and this historical background still forms most of the material in contemporary textbooks on computer networking. Today's students have strong expectations that their computer networking units will have a significant focus on the networking devices and applications that they use daily - increasingly mobile and wireless. This paper describes a client-server networking project which requires students to design, implement, test, and analyse, a client-server software architecture, using both desktop computers, and handheld, mobile, wireless devices. The application domain of the project is location prediction using only WiFi beacon frames - an application familiar to most students, but one about which they initially had little curiosity. The paper then re ects on the many lessons learnt from this project, both from the perspective of the students and the professor. © 2014, Australian Computer Society, Inc.},
keywords={Computer science education;  Location prediction;  Mobile and wireless networks},
keywords={Education;  Education computing;  Personal computers;  Software testing, Client-server networking;  Client-server software;  Computer networking;  Computer Science Education;  Computer science students;  Historical background;  Location prediction;  Traditional approaches, Students},
references={Andrus, J., Nieh, J., Teaching operating systems using android, in (2012) Proceedings of the 43rd ACM technical symposium on Computer Science Education, SIGCSE '12, pp. 613-618. , http://doi.acm.org/10.1145/2157136.2157312, ACM, New York, NY, USA; Bayzick, J., Askins, B., Kalafut, S., Spear, M., Reading mobile games throughout the curriculum, in (2013) Proceeding of the 44th ACM technical symposium on Computer science education, SIGCSE '13, pp. 209-214. , http://doi.acm.org/10.1145/2445196.2445264, ACM, New York, NY, USA; Burd, B., Barros, J.A.P., Johnson, C., Kurkovsky, S., Rosenbloom, A., Tillman, N., Educating for mobile computing: addressing the new challenges (2012) In Proceedings of the final reports on Innovation and technology in computer science education 2012 working groups, ITiCSE-WGR '12, pp. 51-63. , http://doi.acm.org/10.1145/2426636.2426641, ACM, New York, NY, USA; Dabney, M.H., Dean, B.C., Rogers, T., No sensor left behind: enriching computing education with mobile devices (2013) in Proceeding of the 44th ACM technical symposium on Computer science education, SIGCSE '13, pp. 627-632. , http://doi.acm.org/10.1145/2445196.2445378, ACM, New York, NY, USA; Guo, M., Bhattacharya, P., Yang, M., Qian, K., Yang, L., Learning mobile security with android security labware (2013) in Proceeding of the 44th ACM technical symposium on Computer science education, SIGCSE '13, pp. 675-680. , http://doi.acm.org/10.1145/2445196.2445394, ACM, New York, NY, USA; Junco, J., Mastrodicasa, J., (2007) Connecting to the net.generation: what higher education professionals need to know about today's students; Kotz, D., Newport, C., Gray, R.S., Liu, J., Yuan, Y., Elliott, C., Experimental evaluation of wireless simulation assumptions (2004) in Proceedings of the 7th ACM international symposium on Modeling, analysis and simulation of wireless and mobile systems, MSWiM '04, pp. 78-82. , http://doi.acm.org/10.1145/1023663.1023679, ACM, New York, NY, USA; McDonald, C., A network specification language and execution environment for undergraduate teaching (1991) SIGCSE Bull, 23 (1), pp. 25-34. , http://doi.acm.org/10.1145/107005.107012; McDonald, C., Linking simulation and practice (2009) in 'CSEDU 2009 - Proceedings of the First International Conference on Computer Supported Education', 2, pp. 258-263. , INSTICC Press, New York, NY, USA; Oblinger, D., Oblinger, J.L., (2005) Educating the net generation, EDUCAUSE, , Boulder, CO; Riley, D., Using mobile phone programming to teach java and advanced programming to computer scientists (2012) in Proceedings of the 43rd ACM technical symposium on Computer Science Education, SIGCSE '12, pp. 541-546. , http://doi.acm.org/10.1145/2157136.2157292, ACM, New York, NY, USA; (2012) 'Geolocation', , http://en.wikipedia.org/wiki/Geolocation, Wikipedia; (2012) 'Triangulation', , http://en.wikipedia.org/wiki/Triangulation, Wikipedia; (2012) 'Trilateration', , http://en.wikipedia.org/wiki/Trilateration, Wikipedia},
correspondence_address1={McDonald, C.; School of Computer Science and Software Engineering, Australia; email: chris.mcdonald@uwa.edu.au},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague201387,
author={Teague, D. and Comey, M. and Ahadi, A. and Lister, R.},
title={A qualitative think aloud study of the early Neo-Piagetian stages of reasoning in novice programmers},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={87-95},
note={cited By 21; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026537020&partnerID=40&md5=577ecefa56c3b5f1b75e158e7ea7bc1f},
affiliation={Queensland University of Technology, Brisbane, QLD, Australia; University of Technology, Sydney, NSW, Australia},
abstract={Recent research indicates that some of the difficulties faced by novice programmers are manifested very early in their learning. In this paper, we present data from think aloud studies that demonstrate the nature of those difficulties. In the think alouds, novices were required to complete short programming tasks which involved either hand executing ("tracing") a short piece of code, or writing a single sentence describing the purpose of the code. We interpret our think aloud data within a neo-Piagetian framework, demonstrating that some novices reason at the sensorimotor and preoperational stages, not at the higher concrete operational stage at which most instruction is implicitly targeted. © 2013, Australian Computer Society, Inc.},
keywords={Neo-Piagetian;  Programming;  Think aloud},
keywords={Mathematical programming, Neo-Piagetian;  Novice programmer;  Operational stages;  Programming tasks;  Recent researches;  Think aloud, Education},
references={Corney, M., Lister, R., Teague, D., (2011) Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning. Thirteenth Australasian Computing Education Conference (ACE 2011), pp. 95-104. , http://crpit.com/confpapers/CRPITV114Corney.pdf, Perth, Australia; Corney, M., Teague, D., Ahadi, A., Lister, R., Some Empirical Results for Neo-Piagetian Reasoning in Novice Programmers and the Relationship to Code Explanation Questions (2012) Fourteenth Australasian Computing Education Conference (ACE 2012), pp. 77-86. , http://crpit.com/confpapers/CRPITV123Corney.pdf, Melbourne, Australia; Du Boulay, B., Some difficulties of learning to program (1989) Studying the Novice Programmer, pp. 283-300. , In Soloway and Sphorer (eds). Lawrence Erlbaum; Ericsson, K.A., Simon, H.A., (1993) Protocol Analysis: Verbal Reports as Data, , Cambridge, MA: Massachusetts Institute of Technology; Kolikant, Y., Mussai, M., So my program doesn't run! Definitions origins, and practical expressions of students' (mis) conceptions of correctness (2008) Computer Science Education, 18 (2), pp. 135-151; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150. , http://doi.acm.org/10.1145/1041624.1041673, (June); Lister, R., Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer (2011) Thirteenth Australasian Computing Education Conference (ACE 2011), pp. 9-18. , http://crpit.com/confpapers/CRPITV114Lister.pdf, Perth, Australia; (2011) LiveScribe, , http://www.smartpen.com.au/, Retrieved October 24, 2012; Murphy, L., McCauley, R., Fitzgerald, S., (2012) Explain in Plain English' Questions: Implications for Teachin, , SIGCSE'12, Feb 29-Mar 3 Rayleigh NC, USA; Philpott, A., Robbins, P., Whalley, J., (2007) Accessing the Steps on the Road to Relational Thinking, , 20th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ'07), Port Nelson, New Zealand, p. 286; Robins, A., Learning edge momentum: a new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; Simon, K., Snowdon, S., Explaining Program Code: Giving Students the Answer Helps-But Only Just (2011) Seventh International Computing Education Research Workshop (ICER 2011), pp. 93-99. , Providence, Rhode Island},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hu20133,
author={Hu, M. and Winikoff, M. and Cranefield, S.},
title={A process for novice programming using goals and plans},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={3-12},
note={cited By 10; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85022013827&partnerID=40&md5=1a324e5ff83a54c518adee7a6145621c},
affiliation={Department of Information Science, University of Otago, PO Box 56, Dunedin, 9054, New Zealand; Tairawhiti Campus, Eastern Institute of Technology, PO Box 640, Gisborne, 4010, New Zealand},
abstract={We propose to improve the teaching of programming to novices by using a clearly-defined and detailed process that makes use of goals and plans, and a visual programming language. We present a simple notation for designing programs in terms of data flow networks of goals and plans, and define a detailed process that uses this notation, and that ultimately results in a program in a visual programming language (BYOB). Results from an evaluation are presented that show the effectiveness of this approach. © 2013, Australian Computer Society, Inc.},
keywords={Goal;  Plan;  Process of programming},
keywords={Computer programming;  Computer programming languages;  Visualization, Data flow networks;  Goal;  Novice programming;  Plan;  Teaching-of-programming;  Visual programming languages, Visual languages},
references={Ben-Ari, M., Program visualisation in theory and practice (2001) UPGRADE, 2 (2), pp. 8-11; Caspersen, M., Kolling, M., STREAM: A First Programming Process (2009) Transactions on Computing Education (TOCE), 9 (1-4), pp. 1-29. , ACM; de Raadt, M., (2008) Teaching programming strategies explicitly to novice programmers, , PhD Thesis, School of Information Systems, University of Southern Queensland; de Raadt, M., Watson, R., Toleman, M., Chick Sexing and Novice Programmers: Explicit Instruction of Problem Solving Strategies (2006) In Proceedings of the Eighth Australasian Computing Education Conference (ACE2006), 52, pp. 55-62; Ebhrahimi, A., VPCL: A Visual Language for Teaching and Learning Programming. (A Picture is Worth a Thousand Words) (1992) Journal of Visual Languages and Computing, 3, pp. 299-317. , 1992; Felleisen, M., Findler, R.B., Flatt, M., Krishnamurthi, S., The TeachScheme! project: Computing and programming for every student (2004) Computer Science Education, 14 (1), pp. 55-77; Glaser, H., Hartel, P.H., Garratt, P.W., Programming by numbers: a programming method for novices (2000) The Computer Journal, 43 (4), pp. 252-265; Guzdial, M., Konneman, M., Walton, C., Hohmann, L., Soloway, E., Supporting programming and learning-to-program with an integrated CAD and scaffolding workbench (1998) Interactive Learning Environments, 6 (1-2), pp. 143-179; Guzdial, M., Soloway, E., Teaching the Nintendo generation to program (2002) Communications of ACM, 45 (4), pp. 17-21; Hu, M., Winikoff, M., Cranefield, S., Teaching Novice Programming Using Goals and Plans in a Visual Notation (2012) In Proceedings of the Fourteenth Australasian Computing Education Conference (ACE2012), 123, pp. 43-52; Janzen, D.S., Saiedian, H., Test-driven learning: Intrinsic integration of testing into the CS/SE curriculum (2006) In Proceedings of the 37th Technical Symposium on Computer Science Education (SIGCSE'06), pp. 254-258. , ACM; Kay, J., Barg, M., Fekete, A., Greening, T., Hollands, O., Kingston, J.H., Crawford, K., Problem-based learning for foundation computer science courses (2000) Computer Science Education, 10 (2), pp. 109-128; Kolling, M., Henriksen, P., Game Programming in Introductory Courses with Direct State Manipulation (2005) In Proceedings of the Innovation and Technology in Computer Science Education (ITiCSE'05), pp. 59-63. , ACM; Letovsky, S., Soloway, E., Delocalized plans and program comprehension (1986) IEEE Software, 3 (3), pp. 41-49; Lister, R., Programming (2011) Syntax and Cognitive Load, ACM Inroads, 2 (2), pp. 21-22. , (June 2011); Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Seppala, O., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-180; Mayer, R., The psychology of how novices learn computer programming (1981) Computing Surveys, 13 (1), pp. 121-141. , ACM; Naps, T.L., Robling, G., Almstrum, W., Dann, W., Fleischer, R., Hundhausen, C., Korhonen, A., Velazquez-Iturbide, J.A., Exploring the Role of Visualization and Engagement in Computer Science Education (2003) ACM. SIGCSE Bulletin, 35 (2), pp. 131-152; Pattis, R., A philosophy and example of CS-1 programming projects (1990) In Proceedings of the Twenty-first SIGCSE, pp. 29-34. , ACM; Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., Devlin, M., Paterson, J., A survey of literature on the teaching of introductory programming (2007) In Proceedings of the working group reports on Innovation and Technology in Computer Science Education (ITiCSE'07), , ACM; Porter, R., Calder, P., A pattern-based problem-solving process for novice programmers (2003) In Proceedings of the Fifth Australasian Computing Education Conference (ACE2003), 20, pp. 231-238; Robling, G., Joy, M., Moreno, A., Radenski, A., Malmi, L., Kerren, A., Naps, T., Iturbide, J.A., Enhancing learning management systems to better support computer science education (2008) SIGCSE Bulletin, 40 (4), pp. 142-166; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Spohrer, J.C., Soloway, E., Pope, E., A goal/plan analysis of buggy Pascal programs (1985) Human-Computer Interaction, 1 (2), pp. 163-207; Turkle, S., Papert, S., Epistemological Pluralism: Styles and Voices within the Computer Culture (1990) Journal of Women in Culture and Society, 1 (16), pp. 11 and 128-157; Utting, I., Cooper, S., Kolling, M., Maloney, J., Resnick, M., Alice, Greenfoot and Scratch A discussion (2010) ACM Transactions on Computing Education, 10 (4), p. 11; Winslow, L.E., Programming pedagogy-a psychological overview (1996) ACM SIGCSE Bulletin, 28 (3), pp. 17-22},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Harland2013117,
author={Harland, J. and D'Souza, D. and Hamilton, M.},
title={A comparative analysis of results on programming exams},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={117-126},
note={cited By 6; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014881438&partnerID=40&md5=d14cb2acd43f319f91ae53924cd71416},
affiliation={School of Computer Science and IT, RMIT University GPO, Box 2476, Melbourne, 3001, Australia},
abstract={Measuring student performance on assessments is increasingly important, especially when mapping outcomes to particular topics in a university subject. In this paper we investigate the classiFIcation of exam questions. In particular, we examine the performance of students in two programming subjects, as a means of determining how we can measure the difficulty of a particular question. This can not only serve as a calibration for the expectations of instructors about the difficulty levels, but also as a means of examining what it means for a question to be considered difficult. © 2013, Australian Computer Society, Inc.},
keywords={Assess-ment measurement;  BABELnot;  Exam classification},
keywords={BABELnot;  Comparative analysis;  Exam questions;  Student performance, Students},
references={Angoff, W., Scales, norms, and equivalent scores (1971) Educational measurement, pp. 508-600. , R. L. Thomdike (Ed.) (2nd ed.,). Washington, DC: American Council on Education; Clear, T., Whalley, J., Robbins, A., Philpott, A., Eckerdal, A., Laakso, M.-J., Lister, R., Report on the final BRACElet workshop, Auckland University of Technology, September 2010 (2011) Journal of Applied Computing and Information, 15 (1); de Klerk, G., Classical test theory (CTT) Online Readings in Testing and Assessment, , http://www.intestcom.org/Publications/ORTA.php, M. Born, C. D. Foxcroft & R. Butter (Eds.), International Test Commission; Lister, R., Clear, T., Simon Bouvier, D., Carter, P., Eckerdal, A., Jackova, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2011) SIGCSE Bulletin, 41, pp. 156-173; Lister, R., Corney, M., Curran, J., D'Souza, D., Fidge, C., Gluga, R., Hamilton, M., Teague, D., Towards a shared understanding of competency in programming: An invitation to the BABELnot project (2012) Proceedings of the Fourteenth Australasian Computing Education Conference, pp. 53-60. , (ACE2012), Melbourne, Australia; Lister, R., Concrete and other neo-Piatetian forms of reasoning in the novice programmer (2011) Thirteenth Australasian Computing Education Conference (ACE2011), pp. 9-18. , Perth, Australia; Petersen, A., Craig, M., Zingaro, D., (2011) Reviewing CS1 exam question content, pp. 631-636. , SIGCSE 2011, Dallas, Texas, USA; Schulte, C., Bennedsen, J., What do teachers teach in introductory programming? (2006) Second International Computing Education Research Workshop (ICER 2006), pp. 17-28. , Canterbury, UK; Sheard, J., Simon Hamilton, M., Lonnberg, J., Analysis of research into the teaching and learning of programming (2009) Fifth International Workshop on Computing Education (ICER 2009), pp. 93-104. , Berkeley, CA, USA; Sheard, J., Simon Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., Exploring programming assessment instruments: a classification scheme for examination questions (2011) Seventh International Computing Education Research Workshop (ICER2011), pp. 33-38. , Providence, RI, USA; Shuhidan, S., Hamilton, M., D'Souza, D., Instructor perspectives of multiple choice questions in summative assessment for novice programmers (2010) Computer Science Education, 20, pp. 229-259. , 2010; Simon Sheard, J., Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., Introductory programming: examining the exams (2012) Fourteenth Computing Education Conference (ACE2012), , Melbourne, Australia; Elliott Tew, A., Guzdial, M., Developing a validated assessment of fundamental CS1 concepts (2010) Proceedings of 41st SIGCSE Technical Symposium on Computer Science Education, pp. 97-101. , Milwaukee, 2010; Elliott Tew, A., Guzdial, M., The FCS1: A language independent assessment CS1 concepts (2011) Proceedings of the 42nd SIGCSE Technical Symposium on Computer Science Education, pp. 111-116. , Dallas, 2011},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Roberts201215,
author={Roberts, M.R.H. and McGill, T.J. and Hyland, P.N.},
title={Attrition from Australian ICT degrees - Why women leave},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={15-24},
note={cited By 10; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072013876&partnerID=40&md5=8f550fe7a5b4b5fe026ba711e36b0549},
affiliation={School of Information Systems and Technology, University of WollongongNSW, Australia; School of Information Technology, Murdoch University, Murdoch, WA, United States},
abstract={Student attrition is of particular concern in the field of ICT because the industry faces staffing shortfalls, generally and a noticeable lack of female employees. This paper explores the reasons female students give for leaving their ICT courses. An online survey of early leavers from four Australian universities was conducted. The results show that, for many female students, it is a combination of issues that leads to their withdrawal. Contrary to expectations, few female ex-students had experienced serious life events that necessitated their withdrawal or indicated that negative behaviour or attitudes had contributed to their decision to leave. More commonly female participants cited reasons associated with their lack of expected background knowledge and with issues related to the course. Recommendations are made to address issues that could be mitigated by university action. © 2012, Australian Computer Society, Inc.},
keywords={Female;  Gender;  ICT education;  Student attrition;  Student retention},
keywords={Back-ground knowledge;  Female;  Female students;  Gender;  ICT education;  Life events;  Online surveys;  Student retention, Students},
references={(2010) Doing more for students: enhancing engagement and outcomes, , http://ausse.acer.edu.au/images/docs/AUSSE_2009_Student_Engagement_Report.pdf, Australasian Student Engagement Report. Accessed 6 Apr 2011; (2008) The ICT skill forecast project, , http://www.acs.org.au/attachments/ICTSkillsForecastingReportExecSummaryAug08.pdf, First report: quantifying current and forecast ICT employment. Accessed 1 Apr 2010; Bailey, M., Borooah, V.K., (2007) Staying the course: an econometric analysis of the characteristics most associated with student attrition beyond the first year of higher education, , Ulster, Ireland, DELNI; Barker, L.J., McDowell, C., Kalahar, K., Exploring factors that influence computer science introductory course students to persist in the major (2009) SIGCSE Bulletin, 41 (2), pp. 282-286; Barrow, M., Reilly, B., Woodfield, R., The determinants of undergraduate degree performance: how important is gender? (2009) British Educational Research Journal, 35 (4), pp. 575-597; Bean, J.P., Dropouts and turnover: the synthesis and test of a causal model of student attrition (1980) Research in Higher Education, 12 (2), pp. 155-187; Beekhoven, S., De Jong, U., Van Hout, H., Explaining academic progress via combining concepts of integration theory and rational choice theory (2002) Research in Higher Education, 43 (5), pp. 577-600; Bennett, R., Determinants of undergraduate student drop out rates in a university business studies department (2003) Journal of Further and Higher Education, 27 (2), pp. 123-141; Beyer, S., Rynes, K., Perrault, J., Hay, K., Haller, S., Gender differences in computer science students (2003) SIGCSE Bulletin, 35 (1), pp. 49-53; Cabrera, A.F., Nora, A., Castaneda, M.B., College persistence: structural equations modeling test of an integrated model of student retention (1993) The Journal of Higher Education, 64 (2), pp. 123-139; Charles, M., Bradley, K., A matter of degrees: female underrepresentation in computer science crossnationally (2006) Aspray Women and information technology: research on under representation, , In J.M. Cohoon and W. Cambridge, Massachussetts, MIT Press; Cohoon, J.M., Toward improving female retention in computer science (2001) Communications of the ACM, 44 (5), pp. 108-114; Cohoon, J.M., Aspray, W., (2006) Women and information technology: research on underrepresentation, , Cambridge, Massachusetts, MIT Press; Cory, S.N., Parzinger, M.J., Reeves, T.E., Are high school students avoiding the information technology profession because of the masculine stereotype? (2006) Information Systems Education Journal, 4 (29), pp. 3-13; Crisp, G., Nora, A., Taggart, A., Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: an analysis of students attending a hispanic serving institution (2009) American Educational Research Journal, 46 (4), pp. 924-942; (2011) Students, selected higher education statistics, , Canberra, DEEWR; (2011) Students, selected higher education statistics, , (No. RFI 10-324 Roberts); (2011) Technology insights 2011: key findings, , http://www.e-skills.com/Research/Researchpublications/Insights-Reports-and-videos/Technology-Insights-2011/Technology-Insights-2011-Keyfindings/, Accessed 1 Apr 2011; Frieze, C., Diversifying the images of computer science: undergraduate women take on the challenge! (2005) SIGCSE Bulletin, 37 (1), pp. 397-400; Gras-Velazquez, A., Joyce, A., Debry, M., (2009) Women and ICT: Why are girls still not attracted to ICT studies and careers?, , http://blog.eun.org/insightblog/upload/Women_and_ICT_FINAL.pdf, Accessed 3 Apr 2011; Hagedorn, L.S., (2005) How to define retention: a new look at an old problem in A, , Seidman College student retention: formula for student success. Westport, Connecticut, Praeger; Hinton, L., Causes of attrition in first year students in science foundation courses and recommendations for intervention (2007) Studies in Learning, Evaluation, Innovation and Development, 4 (2), pp. 13-26; Hovdhaugen, E., Transfer and dropout: different forms of student departure in Norway (2009) Studies in Higher Education, 34 (1), pp. 1-17; (2010) New ITU report Shows Global Uptake of ICTs Increasing, Prices Falling, , http://www.itu.int/newsroom/press_releases/2010/08.html, Accessed 3 Apr 2011; Jagacinski, C.M., Lebold, W.K., Salvendy, G., Gender differences in persistence in computer-related fields (1988) Journal of Educational Computing Research, 4 (2), pp. 185-202; Koppi, T., Edwards, S.L., Sheard, J., Naghdy, F., Brookes, W., The case for ICT work-integrated learning from graduates in the workplace (2010) Proc. Australasian Conference on Computing Education, , Brisbane, Australia; Kramer, G.L., (2007) Fostering student success in the campus community, , San Francisco, Jossey-Bass; Lewis, S., Lang, C., McKay, J., An inconvenient truth: the invisibility of women in ICT (2007) Australasian Journal of Information Systems, 15 (1), pp. 59-76; Lewis, T.L., Smith, W.J., Belanger, F., Harrington, K.V., Are technical and soft skills required?.: the use of structural equation modeling to examine factors leading to retention in the CS major (2008) Proc. International Workshop on Computing Education Research, , Sydney, Australia; Logan, K., Crump, B., The value of mentoring in facilitating the retention and upward mobility of women in ICT (2007) Australasian Journal of Information Systems, 15 (1), pp. 41-58; Manis, J., Sloat, B.F., Thomas, N.G., Davis, C.S., (1989) An analysis of factors affecting choices of majors in science, mathematics and engineering at the University of Michigan, , Michigan, University of Michigan; Mann, S., Robinson, A., Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students (2009) British Educational Research Journal, 35 (2), pp. 243-258; Marandet, E., Wainwright, E., Invisible experiences: understanding the choices and needs of university students with dependent children (2010) British Educational Research Journal, 36 (5), pp. 787-805; Marginson, S., Nyland, C., Sawir, E., Forbes-Mewett, H., (2010) International student security, , Melbourne, Cambridge University Press; Margolis, J., Fisher, A., (2002) Unlocking the clubhouse: women in computing, , Cambridge, Massachusetts, MIT Press; Marks, G., Completing university: characteristics and outcomes of completing and non-completing students (2007) Australian Council of Educational Research, , http://research.acer.edu.au/lsay_research/55, Accessed 30 Nov 2009; Mukherjee, A., Effective use of in-class mini case analysis for discovery learning in an undergraduate MIS course (2000) Journal of Computer Information Systems, 40 (3), pp. 15-23; Nora, A., Barlow, E., Crisp, G., Student persistence and degree attainment beyond the first year: the need for research in A (2005) Seidman College student retention: formula for student success, , Westport, Connecticut, Praeger; Powell, R.M., Improving the persistence of firstyear undergraduate women in computer science (2008) SIGCSE Bulletin, 40 (1), pp. 518-522; Price, D., Harte, J., Cole, M., (1992) Student progression in higher education: a study of attrition at Northern Territory University, , Canberra, Australian Government Publication Service; Rosser, S., (1990) Female-friendly science: applying women's studies methods and theories to attract students, , New York, Pergamon Press; Schweitzer, D., Brown, W., Interactive visualization for the active learning classroom (2007) SIGCSE Bulletin, 39 (1), pp. 208-217; Seidman, A., (2005) College student retention: formula for student success, , Westport, Connecticut, Praeger; Seymour, E., Hewitt, N.M., (1997) Talking about leaving: why undergraduates leave the sciences, , Boulder, Colorado, Westview Press; Stater, M., The impact of financial aid on college GPA at three flagship public institutions (2009) American Educational Research Journal, 46 (3), pp. 782-815; Strenta, A.C., Elliott, R., Adair, R., Matier, M., Scott, J., Choosing and leaving science in highly selective institutions (1994) Research in Higher Education, 35 (5), pp. 513-547; (2010) Number of ICT workers in Germany at record levels, , http://www.telecompaper.com/news/number-of-ict-workers-in-germany-atrecord-levels-bitkom, Accessed 19 Oct 2010; Tinto, V., Dropout from higher education: a theoretical synthesis of recent research (1975) Review of Educational Research, 45 (1), pp. 89-125; Tinto, V., (1993) Leaving college: rethinking the causes and cures of student attrition, , 2nd edn, Chicago, University of Chicago Press; Weng, F., Cheong, F., Cheong, C., Modelling IS student retention in Taiwan: extending Tinto and Bean's model with self-efficacy (2010) ITALICS, 9 (2), pp. 97-108},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Firmin2012157,
author={Firmin, S. and Sheard, J. and Carbone, A. and Hurst, J.},
title={An exploration of factors influencing tertiary IT educators' pedagogies},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={157-166},
note={cited By 1; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928240244&partnerID=40&md5=286f8c31c787c329e080b2c4d175811a},
affiliation={School of Science, Information, Technology and Engineering, University of Ballarat, PO Box 663, Ballarat, VIC  3353, Australia; Faculty of Information Technology, Monash UniversityVIC  3800, Australia; Office of the Pro Vice-Chancellor (Learning and Teaching), Monash UniversityVIC  3800, Australia},
abstract={This paper presents factors that influence and shape tertiary IT educators underpinning teaching philosophy. This work is the first part of a larger project investigating ways tertiary IT educators think about their teaching and develop their practice focusing on experiences and influences of technology, and the emergence of digitally based pedagogies. A qualitative grounded theory approach utilised semi structure interviews as the data source. Preliminary investigation identified four emergent themes from the data. The theme, 'pedagogical foundations' is explored in this paper. This theme provides details of tertiary IT educators' underpinning ideals, values and philosophy of teaching, grounded by thoughts, reflections and comments of their experiences. Exploring these ideas can improve the quality of teaching, better utilise new and emerging technologies, and nurture contemporary student-centred learning environments. © 2012, Australian Computer Society, Inc.},
keywords={Grounded theory;  IT academics;  Pedagogy;  Qualitative research;  Teaching philosophy},
keywords={Computer aided instruction;  Underpinnings, Grounded theory;  IT academics;  Pedagogy;  Qualitative research;  Teaching philosophy, Computation theory},
references={Bain, K., (2004) What the best college teachers do, , Cambridge, Massachusetts: Harvard University; Beetham, H., Sharpe, R., (2007) Rethinking pedagogy for a digital age, , Milton Park, Oxon: Routledge; Biggs, J., (2007) Teaching for quality learning at university: What the student does (2nd ed.), , Maidenhead, Berkshire: Open University Press; Biggs, J., Moore, P., (1993) The process of learning (3rd ed.), , Melbourne, Vic: Prentice-Hall; Canning, J., Pedagogy as a discipline: Emergence, sustainability and professionalisation (2007) Teaching in Higher Education, 12 (3), pp. 393-403; Carbone, A., Kaasboll, J., A survey of methods used to evaluate computer science teaching (1998) Proceedings of the Third Annual Conference on Innovation and Technology in Computer Science Education, pp. 41-45. , In G. Davies & M. óHigeartaigh (Eds.). Dublin, Ireland: ACM; Chapuis, L., (2003) Pedagogy, , ACT: Education and Training; Charmaz, K., (2006) Constructing grounded theory-A practical guide through qualitative analysis, , Trowbridge, Wiltshire: Sage; Charmaz, K., Bryant, A., (2007) The SAGE handbook of grounded theory, , London, UK: SAGE; Conner, M.L., Wright, E., Curry, K., DeVries, L., Zeider, C., Wilmsmeyer, D., (1996) Learning-The critical technology, , St. Louis, Missouri: Wave Technologies International Inc; Crotty, M., (1998) The foundations of social research-Meaning and perspective in the research process, , London, UK: SAGE; Dunican, E., Initial experiences of using grounded theory research in computer programming education (2006) Proceedings of the 18th Workshop of the Psychology of Programming Interest Group, pp. 183-197. , In P. Romero, J. Good, E. Acosta Chaparro & S. Bryant (Eds.). Sussex: University of Sussex; (2011) The free dictionary, , http://www.thefreedictionary.com, Retrieved August, 26, 2011; Glaser, B., (1978) Advances in the methodology of grounded theory-Theoretical sensitivity, , Mill Valley, California: Sociology; Glaser, B., Strauss, A., (1967) The discovery of grounded theory: Strategies for qualitative research, , Piscataway, NJ: Rutgers; Goulding, C., (2007) Grounded theory-A practical guide for management, business and market researchers, , London, England: SAGE; Gregory, M.W., Curriculum, pedagogy, and teacherly ethos (2001) Pedagogy, 1 (1), pp. 69-89; Harris, C.R., Developing basic online teaching skills, encouraging experimentation (2005) Distance Education Report, 9 (11), pp. 5-8; Hazzan, O., Dubinsky, Y., Eidelman, L., Sakhnini, V., Teif, M., Qualitative research in computer science education (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 408-412. , In D. Baldwin, P. Tymann, S. Haller & I. Russell (Eds.). Houston, Texas, USA: ACM; Hoda, R., Noble, J., Marshall, S., (2010) Using grounded theory to study the human aspects of software engineering, , Paper presented at the Human Aspects of Software Engineering, Reno, Nevada; Jonassen, D., Howland, J., Marra, R., Crismond, D., (2008) Meaningful learning with technology (3rd ed.), , Upper Saddle River, New Jersey: Pearson Prentice Hall; Kemmis, R., Smith, E., (2006) Discipline specific pedagogy, , http://www.icvet.tafensw.edu.au/ezine/year_2006/jul_aug/litreview_discipline.htm, Retrieved 11 April, 2009; King, A., From sage on the stage to guide on the side (1993) College Teaching, 41 (1), pp. 30-35; Kinnunen, P., Simon, B., Building theory about computing education phenomena: A discussion of grounded theory (2010) Proceedings of the Tenth Koli Calling International Conference on Computing Education Research, pp. 37-42. , In C. Schulte & J. Suhonen (Eds.). Koli, Finland: ACM; Kollanus, S., Isomottonen, V., Test-driven development in education: Experiences with critical viewpoints (2008) Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, pp. 124-127. , In J. Amillo & C. Laxer (Eds.). Madrid, Spain: ACM; Kollanus, S., Isomottonen, V., Understanding TDD in academic environment: Experiences from two experiments (2008) Proceedings of the 8th International Conference on Computing Education Research, pp. 25-31. , In A. Pears & L. Malmi (Eds.). Uppsala, Sweden: Uppsala University; Kutay, C., Lister, R., Up close and pedagogical: Computing academics talk about teaching (2006) Proceedings of the Eighth Australasian Computing Education Conference, pp. 125-134. , In D. Tolhurst & S. Mann (Eds.). Hobart, Tasmania: ACS; Ladwig, J., Monitoring the quality of pedagogy (2005) Leading & Managing, 11 (2), pp. 70-83; Ladwig, J., King, M.B., (2003) Quality teaching in NSW public schools-An annotated bibliography, , Sydney, NSW: Department of Education and Training; Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Differing ways the computing academics understand teaching (2007) Proceedings of the Ninth Australian Computing Education Conference, pp. 97-106. , In S. Mann & Simon (Eds.). Ballarat, Victoria: ACS; Loughran, J., (1999) Researching teaching: Methodologies and practices for understanding pedagogy, , Abingdon, Oxon: Routledge Farmer; Lynch, J., Sheard, J., Carbone, A., Collins, F., Individual and organisational factors influencing academics' decisions to pursue the scholarship of teaching ICT (2005) Journal of Information Technology Education, 4 (1), pp. 219-236; Marsh, C., (2008) Becoming a teacher-Knowledge, skills and issues, , Frenchs Forest, NSW: Pearson/Prentice Hill; Marzano, R., (2007) The art and science of teaching: A comprehensive framework for effective instruction, , Alexandria, VA: ASCD; McNabb, D., (2010) Research methods for political science: quantitative and qualitative approaches (2nd ed.), , Armonk, New York: M.E. Sharpe; Mortimore, P., (1999) Understanding pedagogy and its impact on learning, , Thousand Oaks, California: Sage; Myers, M.D., Qualitative research in information systems (1997) MS Quarterly, 21 (2), pp. 241-242; Newson, J., Techno-pedagogy and disappearing context (1999) Academe, 85 (5), pp. 52-56; Olson, D.R., Bruner, J.S., The handbook of education and human development (1998) Folk psychology and folk pedagogy, , In D. Olson, R & N. Torrance (Eds.). Malden, Massachusetts: Blackwell; Ramsden, P., (2003) Learning to teach in higher education (2nd ed.), , Abingdon, Oxon: Routledge Falmer; Raths, J., Teachers' beliefs and teaching beliefs (2001) Early childhood research and practice, 3 (1), pp. 1-9; Schilb, J., Histories of pedagogy (1999) College English, 61 (3), pp. 340-346; Shulman, L., (2004) The wisdom of practice: Essays on teaching, learning, and learning to teach, , San Francisco, CA: Wiley; Shulman, L., Pedagogies (2005) Liberal Education, 91 (2), pp. 18-25; Smith, T., Lowrie, T., What is pedagogy anyway? (2002) Practically Primary, 7 (3), pp. 6-9; Strauss, A., Corbin, J., (1990) Basics of qualitative research-Grounded theory procedures and techniques, , Newbury Park, California: Sage; Strauss, A., Corbin, J., (2008) Basics of qualitative research (3rd ed.), , Thousand Oaks, California: SAGE; Tutty, J., Sheard, J., Avram, C., Teaching in the current higher education environment: Perceptions of IT academics (2008) Computer Science Education, 18 (3), pp. 171-185; Waters, M., (2005) Pedagogy in VET-A background paper, , Melbourne, Victoria: William Angliss Institute of TAFE},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Barnes201129,
author={Barnes, D.J. and Shinners-Kennedy, D.},
title={A study of loop style and abstraction in pedagogic practice},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={29-36},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872824610&partnerID=40&md5=488452aa322ef53d10d48175776a41b9},
affiliation={School of Computing, The University of Kent, Canterbury, Kent. CT2 7NF, United Kingdom; Department of Computer Science and Information Systems, University of Limerick, Limerick, Ireland},
abstract={This paper describes the results of a study into the use of structure and abstraction in the programming styles of lecturers and teaching assistants involved in teaching programming to students attending university and other third-level institutions. The study was motivated by the hypothesis that the trend towards object-orientation is being matched by pedagogic materials that consistently foster the deployment of abstraction and structure in the solution of programming problems. Unfortunately the evidence does not support the hypothesis. We conclude that the persistent use of abstraction at all levels of implementation is necessary to perfect expertise in its application and secure the benefits of the object-oriented paradigm. © 2011, Australian Computer Society, Inc.},
keywords={Abstraction;  Exit-in-the-middle problems;  Iteration;  Object orientation;  Pedagogy;  Structured programming},
keywords={Abstraction;  Exit-in-the-middle problems;  Iteration;  Object orientation;  Pedagogy, Structured programming;  Teaching, Abstracting},
references={Barnes, D.J., Kölling, M., (2008), Objects first with Javaa practical introduction using Blue J. Pearson Education Ltd; Dahl, O.J., Dijkstra, E.W., Hoare, C.A., (1972) Structured Programming, , Eds. Academic Press Ltd; Dijkstra, E.W., Letters to the editor: go to statement considered harmful (1968), 11 (3), pp. 147-148. , Communication of the ACM; Dijkstra, E., (1989) On the Cruelty of Really Teaching Computer Science, 32 (12), pp. 1398-1404. , Communications of the ACM; Garner, S., Haden, P., Robins, A., My program is correct but it doesn't run: a preliminary investigation of novice programmers' problems (2005) Proceedings of the 7th Australasian Conference on Computing Education, 106, pp. 173-180. , Newcastle, New South Wales, Australia, Australian Computer Society; Gladwell, M., (2008), Outliers - The Story of Success. Little, Brown and Company: New York; Gries, D., (2008), Foreword. In Reflections on the Teaching of Programming. Bennedsen, J., Caspersen, M.E., and Kölling, M. (eds). Springer 978-3-540- 77933-9; Knuth, D.E., Structured Programming with goto Statements (1974) ACM Computing Surveys, 6 (4), pp. 261-301; Kramer, J., Is abstraction the key to computing? (2007), 50 (4), pp. 36-42; McIver, L., Conway, D., GRAIL: A Zeroth programming language (1999) Proceedings of the International Conference on Computing in Education (ICCE99), pp. 43-50; Parnas, D.L., Risks of undisciplined development (2010) Communications of the ACM, 53 (10), pp. 25-27; Randall, B., (1996), pp. 26-30. , The 1968/69 NATO Software Engineering Reports. Dagstuhl-Seminar 9635: History of Software Engineering, Schloss Dagstuhl, Germany, August; Roberts, E.S., Loop exits and structured programming: reopening the debate (1995) Proceedings of the Twenty-Sixth SIGCSE Technical Symposium on Computer Science Education, 26, pp. 268-272. , Nashville, Tennessee, USA; Sanders K.and Thomas, L., Checklists for grading object-oriented CS1 programs: concepts and misconceptions (2007) SIGCSE Bulletin, 39 (3), pp. 166-170; Soloway, E., Bonar, J., Ehrlich, K., Cognitive strategies and looping constructs: an empirical study (1983) Communications of the ACM, 26 (11), pp. 853-860; Wirth, N., On the Composition of Well-Structured Programs (1974) ACM Computing Surveys, 6 (4), pp. 247-259; Wirth, N., (2006), 39 (1), pp. 28-39. , Good Ideas, through the Looking Glass. Computer; Yuen, C.K., The programmer as navigator: a discourse on program structure (1983) ACM SIGPLAN Notices, 18 (9), pp. 70-78; Yuen, C.K., Further comments on the premature loop exit problem (1984) ACM SIGPLAN Notices, 19 (1), pp. 93-94; Yuen, C.K., Programming the premature loop exit: from functional to navigational (1994) ACM SIGPLAN Notices, 29 (3), pp. 23-27},
correspondence_address1={Barnes, D.J.; School of Computing, , Canterbury, Kent. CT2 7NF, United Kingdom; email: d.j.barnes@kent.ac.uk},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Wiggberg201173,
author={Wiggberg, M. and Daniels, M.},
title={A method for analyzing learning outcomes in project courses},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={73-78},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872817178&partnerID=40&md5=334612459b9c1fae26b16aa269bf7758},
affiliation={Department of Information technology, Uppsala University, PO Box 337, 751 05 Uppsala, Sweden},
abstract={Including projects in courses is widely recognized as important in preparing students for their profession. Typical examples are capstone courses, where the students are supposed to use their previous knowledge and skills to show mastery of their craft. What this actually amounts to in terms of learning objectives is however often quite fuzzy, resulting in contradictory ideas about how to actually run them in order to reach these learning objectives. This paper presents a method for analyzing learning in project courses, based on the combination of the theory of communities of practice and an identification of key features in project work. The method can be used to gain an understanding of project courses in order to set up a learning environment suitable for its learning objectives. The focus is on the students' experiences and how they are mapped on desirable learning outcomes. The results are stories related to key features of project work expressed in the theory of communities of practice that capture the strengths and weaknesses of the studied project course. © 2011, Australian Computer Society, Inc.},
keywords={And project courses;  Communities of practice;  Computing education research;  Learning outcomes},
keywords={Capstone course;  Communities of Practice;  Computing education;  Key feature;  Learning environments;  Learning objectives;  Learning outcome;  Project course;  Project work, Computer aided instruction, Students},
references={Abbasi, Z.A., Backvall, P., Bergman, J., Blommé, C., Brohäll, J., Edlund, J., (2009) Project huge - final report, , (Tech. Rep.). Department of Information Technology. Uppsala University, Sweden; Barker, L.J., Garvin-Doxas, K., Making Visible the Behaviors that Influence Learning Environment: A Qualitative Exploration of 125 Computer Science Classrooms (2004) Computer Science Education, 14, pp. 119-145; Barker, L., When do group projects widen the student experience gap? (2005) Proceedings of the 10th annual SIGCSE conference on innovation and technology in computer science education, pp. 276-280. , New York, NY, USA: ACM Press; Berglund, A., (2005) Learning computer systems in a distributed project course: The what, why, how and where, , ACTA Universitatis Upsaliensis, Uppsala, Sweden; Bruner, J., (1996) The Culture of Education. London England., , Harvard University Press; (2005), http://www.acm.org/education/curric_vols/CC2005-March06Final.pdf, Computing Curricula The Joint Task Force for Computing Curricula, 2005; Daniels, M., Cajander, A., Pears, A., Clear, T., Engineering education research in practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration (2010) International Journal of Engineering Education, 26 (4), pp. 795-806; Kinnunen, P., Malmi, L., Do students work efficiently in a group? -problem-based learning groups in basic programming course (2004) Proceedings of the fourth Finnish/Baltic sea conference of computer science education, pp. 57-66. , Helsinki, Finland: Helsinki University of Technology; Lave, J., Wenger, E., (1991) Situated learning: Legitimate peripheral participation (learning in doing:Social, cognitive and computational perspectives), , (1st ed.). Cambridge University Press. Paperback; Lister, R., After the Gold Rush: Toward Sustainable Scholarship in Computing (2008) Proceedings of tenth Australasian computing education conference, 78. , Simon & M. Hamilton (Eds.), Wollongong, Australia; Waite, W.M., Jackson, M.H., Diwan, A., Leonardi, P.M., Student culture vs group work in computer science (2004) Proceedings of the 35th SIGCSE technical symposium on computer science education, pp. 12-16. , New York, NY, USA: ACM Press; Wenger, E., (1998) Communities of practice: Learning, meaning, and identity, , Cambridge University Press; Wenger, E., McDermott, R., Snyder, W.M., (2002) Cultivating communities of practice: A guide to managing knowledge, , Harvard Business School Press; Wiggberg, M., (2008) Unwinding processes in computer science student projects, , Uppsala University, Department of Information Technology, No. 2008-001; Wiggberg, M., (2010) Computer science project courses - Contrasting students' experiences with teachers expectations, , ACTA Universitatis Upsaliensis, Uppsala, Sweden},
correspondence_address1={Wiggberg, M.; Department of Information technology, PO Box 337, 751 05 Uppsala, Sweden; email: mattias.wiggberg@it.uu.se},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Berry201179,
author={Berry, G. and Sheard, J. and Quartly, M.},
title={A virtual museum of computing history: An educational resource bringing the relationship between people and computers to life},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={79-85},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872816557&partnerID=40&md5=e49f8c8aec1bd93050b6a492e3e45420},
affiliation={Faculty of Arts, Monash University, Melbourne, Australia; Faculty of Information Technology, Monash University, Melbourne, Australia},
abstract={Teaching computing history is widely accepted as an important way of helping IT students to better understand their field, especially in its context as an integral part of modern culture. While physical museums have proven constructive in this, the Monash Museum of Computing History (MMoCH) is developing a Virtual Museum Project (VMP), bringing its physical exhibits to life with computer-generated animation. The viewer's human relationship with computers is placed in the context of current developments by way of a short journey into space exploration. The 'virtual tour' takes in the Ferranti Sirius, the PDP-9, and the hand-held HP-65, before concluding back on earth, in the very computer screen before the viewers, who are thus encouraged to recognise their relationship with computing in the dynamic (ongoing) history of IT. © 2011, Australian Computer Society, Inc.},
keywords={Animation;  Computer science education;  Computing museum;  History of computing},
keywords={Computer Science Education;  Computer screens;  Computer-generated animations;  Computing history;  Educational resource;  History of computing;  Human relationships;  Integral part;  Space explorations;  Virtual museum;  Virtual tour, Animation;  Education;  History;  Plasma display devices;  Space research, Information technology},
references={Ainsworth, A.B., Avram, C., Sheard, J., The Monash University Museum of Computing History: Ten Years On (2010) History of Computing. Learning from the Past, 325, pp. 216-227. , A. Tatnall (Ed.), Springer Boston; Ainsworth, A.B., Sheard, J., Avram, C., The Monash Museum of Computing History: Part 1 (2008) ACM SIGCSE Bulletin inroads, 40 (2), pp. 31-34; Ainsworth, A.B., Sheard, J., Avram, C., The Monash Museum of Computing History: Part 2 (2008) ACM SIGCSE Bulletin inroads, 40 (4), pp. 31-34; Brown, B., MacColl, I., Chalmers, M., Galani, A., Randell, C., Steed, A., (2003) Lessons from the lighthouse: Collaboration in a shared mixed reality system, , proceedings of the Conference on Human Factors in Computing Systems, Ft. Lauderdale, Florida, USA; (2010) IEEE Annals of the History of Computing, , www.computerhistorymuseum.org, Computer History Museum, California, USA. [accessed 14 August 2010]Ensmenger, N. (2004) Power to the people: Toward a social history of computing; Giangrandi, P., Mirolo, C., (2006) Numeri e Macchine" - A virtual museum to learn the history of computing, , In proceedings of the ITiCSE 2006, Bologna, Italy; Harms, D., Berque, D., (2001) Using a PDP-11/10 to teach content and history in courses, , In proceedings of the ACM SIGCSE 2001, Charlotte, North Carolina, USA; Hsi, S., Semper, R., Brunette, W., Rea, A., Borriello, G., (2004) "eXspot: A Wireless RFID Transceiver for Recording and Extending Museum Visits", , In proceedings of the Proceedings of UbiComp; Impagliazzo, J., Lee, J.A.N., Using computing history to enhance teaching (2004) History of Computing and Education, pp. 165-175. , J. Impagliazzo & J. A. N. Lee (Eds.) Boston: Kluwer Academic Publishers; Katz, K., The present state of historical content in computer science texts: A concern (1995) ACM SIGCSE Bulletin, 27 (4), pp. 43-50; Lee, J.A.N., History in the computer science curriculum (1996) ACM SIGCSE Bulletin, 28 (2), pp. 15-20; Lee, J.A.N., "Those who forget the lessons of history are doomed to repeat it" or, why I study the history of computing (1996) IEEE Annals of the History of Computing, 18 (2), pp. 54-61; Lee, J.A.N., History in the computer science curriculum: Part II (1998) ACM SIGCSE Bulletin, 30 (2), pp. 11-13; Medina, E.M., Beyond the ballot box: Computer science education and social responsibility (2004) ACM SIGCSE Bulletin inroads, 36 (4), pp. 7-10; (2010), The Virtual Museum of Computing (VMoC) [accessed 14 August 2010]; Williams, M.R., Do we teach computer science as religion or as history? (2000) ACM SIGCSE Bulletin inroads, 32 (4), pp. 4-5; Williams, M.R., The computer history museum (2003) ACM SIGCSE Bulletin inroads, 35 (4), pp. 12-13; Zhang, C., Howland, J.E., Brief and yet bountiful: The history of computing (2005) why students need you? JCSC, 20 (4), pp. 308-314},
correspondence_address1={Berry, G.; Faculty of Arts, , Melbourne, Australia; email: Geoff.Berry@monash.edu},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Cajander2011145,
author={Cajander, A. and Daniels, M. and McDermott, R. and von Konsky, B.R.},
title={Assessing professional skills in engineering education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={145-154},
note={cited By 13; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872783181&partnerID=40&md5=1fd5f5ee67ae97ba95b14a5779bb1990},
affiliation={Department of Information technology, Uppsala University, PO Box 337, 751 05 Uppsa, Sweden; School of Computing, Robert Gordon University, Aberdeen, AB25 1HG, United Kingdom; Curtin University, GPO Box U1987, Perth, WA 6845, Australia},
abstract={This paper addresses the issue of developing and assessing professional skills in higher education programs. This includes defining and assessing these skills, in the contexts of an individual course unit and for an entire degree program. Identifying forms of assessment that are seen as authentic, meaningful and understandable by the students, teaching staff and curriculum developers are of utmost importance if professional skills are to be accepted and included in the formal curriculum. This can be particularly important in programs that aim to offer students a truly collaborative learning experience in a culturally diverse team. Reflections are presented as one example of an assessment method that fits this requirement. Building assessment based on the notion of threshold concepts is introduced in the context of an open ended group project course unit at Uppsala University. © 2011, Australian Computer Society, Inc.},
keywords={Professional Skills, Assessment, Reflections, Open Ended Group Problems, Threshold Concepts},
keywords={Assessment methods;  Building assessment;  Collaborative learning;  Degree program;  Group projects;  Higher education;  Professional skills;  Teaching staff;  Uppsala University, Curricula;  Professional aspects, Students},
references={(2009) 2009-2010 Criteria for accrediting engineering programs, , ABET ABET Inc, Baltimore; Barab, S., Duffy, T., From practice fields to communities of practice (2000) Theoretical Foundations of Learning Environments, pp. 25-56. , eds. Jonassen, D. and Land, S., Lawrence Erlbaum Ass. Inc; Barrie, S.C., A research-based approach to generic graduate attributes policy (2004) Higher Education Research and Development, 23 (3), pp. 261-275; Biggs, J., What the Student Does: teaching for enhanced learning, Higher Education Research & Development, vol (1999), 18 (1), pp. 57-75; Bloom, B.S., Taxonomy of Educational Objectives (1956) Handbook I: The Cognitive Domain, , New York: David McKay Co Inc; Boud, D., Keogh, R., Walker, D., Promoting reflection in learning: A model (1985) Reflection: Turning experience into learning, pp. 18-40. , D. Boud, R. Keogh, & D. Walker (Eds.), Kogan, London; (2010) Guidelines on Course Accreditation, , British Computer Society BCS, Swindon, UK; Brooks, M., Brooks, J., The courage to be constructivist (1999) Educational leadership, 57 (3); Brown, J., Collins, A., Daguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18 (1), pp. 32-42; Cajander, A., Clear, T., Daniels, M., Edlund, J., Hamrin, P., Laxer, C., Persson, M., (2009) Students analyzing their collaboration in an international Open Ended Group Project, , ASEE/IEEE Frontiers in Education, San Antonio, USA; Cajander, A., Clear, T., Daniels, M., (2009) Introducing an External Mentor in an International Open Ended Group Project, , ASEE/IEEE Frontiers in Education, San Antonio, USA; Claxton, G.L., (2002) Building Learning Power: Helping Young People Become Better Learners, , TLO: Bristol; Clear, T., (2009) Supporting the Work of Global Virtual Teams: The Role of Technology-Use Mediation, , Computing and Mathematical Sciences, Auckland: Auckland University of Technology, New Zealand; Cousin, G., An introduction to threshold concepts (2006) Planet Special Issue on Threshold Concepts and Troublesome Knowledge, (17), p. 5; (2010), https://iportfolio.curtin.edu.au/view/my_showcases.cfm?user=1361&entry=842, Curtin University Engineer Edgar (Example iPortfolio), Accessed 23 August 2010; Daniels, M., Cajander, A., Constructive Controversy as a way to create "true collaboration" in an Open Ended Group Project Setting (2010) CRIPT, 103, pp. 73-78; Faulkner, X., Daniels, M., Newman, I., (2006) The Open Ended Group Project: A way of including diversity in the IT curriculum, Diversity in Information Technology Education: Issues and controversies, pp. 166-195. , ed. Trajkovski, G., Information Science Publishing; Fincher, S., Petre, M., Clark, M., (2001) Computer Science Project Work Principles and Pragmatics, , Springer Verlag, London; Hatton, N., Smith, D., Reflection in Teacher Education - Towards Definition and Implementation (1995) Teaching and Teacher Education, 11 (1), pp. 33-49; Higgins, S., (2009) Learning to Learn, , Beyond Current Horizons. Durham: Beyond Current Horizons Project; Johnson, D., Johnson, R., (2007) Creative constructive controversy: Intellectual challenge in the classroom, , 4th ed, Edina; Johnson, D., Johnson, R., Energizing learning: The instructional power of conflict (2009) Educational Researcher, 38 (1), pp. 37-51; Jonassen, D., Instructional design models for well-structured and ill-structured problem-solving learning outcomes (1997) Educational technology Research and Development, 45 (1), pp. 65-94; Kember, D., Jones, A., Loke, A., McKay, J., Sinclair, K., Tse, H., Webb, C., Yeung, E., Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow (1999) International Journal of Lifelong Education, 18 (1), pp. 18-30; Kember, D., McKay, J., Sinclair, K., Wong, F.K.Y., A four-category scheme for coding and assessing the level of reflection in written work (2008) Assessment and Evaluation in Higher Education, 33 (4), pp. 369-379; Kolb, D., Experiential learning: Experience as the source of learning and development, Prentice Hall Kolmos, A. and Algreen-Ussing, H. (2001): Implementig problem-based and project organized curriculum (1984) Das Hochschulwesen, 1, pp. 15-20; Laxer, C., Daniels, M., Cajander, A., Wollowski, M., Evolution of an international collaborative student project (2009) CRPIT, 95, pp. 111-118; Lines, D., (2010) Things that make a difference: lessons from the Enhancement Themes, The Quality Assurance Agency for Higher Education, , http://www.enhancementthemes.ac.uk, ISBN 9781849791182; McDermott, R., Brindley, G., Eccleston, G., (2010) Developing tools to encourage reflection in first year student blogs, , ACM Innovation and Technology in Computer Science Education, Ankara, Turkey; McKenzei, L., Trevisan, M., Davies, D., Beyerlein, S., Huang, Y., (2004) Capstone design courses and assessment: A national study, , ASEE Annual Conference, Salt Lake City; Meyer, J., Land, R., (2003) Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing within the disciplines, , Rust, C. (ed.), Improving student learning: Improving student learning theory and practice - Ten years on, Oxford center for staff and learning development; Meyer, J., Land, R., Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005) Higher education, 49, pp. 373-388; Mezirow, J., (1991) Transformative Dimensions of Adult Learning, , Jossey-Bass, San Francisco; Moon, J., (2000) Reflection in learning & professional development: theory & practice, , Routledge, London; Moon, J., (2006) Learning Journals: A Handbook for Ref, , lective Practice and Professional Development, 2nd ed, Routledge, London; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Nicol, D., Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies (2009) Assessment and Evaluation in Higher Education, 34 (3), pp. 335-352; Oliver, B., von Konsky, B., Jones, S., Ferns, S., Tucker, B., Curtin's iPortfolio: facilitating student learning within and beyond the formal curriculum, Learning Communities (2009) International Journal of Learning in Social Contexts, , http://www.cdu.edu.au/centres/spil/publications_ijlsc.html, ISSN1329-1440, December e-Portfolio Edition; Piaget, J., (1970) Science of Education and the Psychology of the Child, , Orion; Pintrich, P.R., Zusho, A., (2002) Student motivation and self-regulated learning in the college classroom, , J. C. Smart & W.G. Tierney (Eds) Higher Education: handbook of theory and research (XVII) (New York, Agathon Press); Polanyi, M., (1958) Personal knowledge: Towards a post-critical philosophy, , University of Chicago Press; (2010) Using STR L to show evidence of your experiences, , http://www.careers.qut.edu.au/student/resource/UsingSTARL.pdf, Queensland University of Technology accessed 23 August 2010; http://www.reap.ac.uk, REAP: Re-Engineering Assessment Practices in Scottish Higher Education; Rittel, H.W.J., Webber, M.M., Dilemmas in a general theory of planning (1973) Policy sciences, 4 (2), pp. 155-169; Scanlon, J.M., Chernomas, W.M., Developing the reflective teacher (1997) Journal of Advanced Nursing, 25 (6), pp. 1138-1143; Schön, D., (1983) The Reflective Practitioner, , Jossey Bass, San Francisco; Schön, D., (1987) Educating the Reflective Practitioner, , Jossey Bass, San Francisco; Spradling, C., Soh, L.-K., Ansorge, C.J., A comprehensive survey on the status of social and professional issues in United States undergraduate computer science programs and recommendations (2009) Computer science education, 2009, 19 (3), pp. 137-153; von Konsky, B., Oliver, B., Nikoletatos, P., Wilkinson, H., (2010) Showcase You on iTunes U, , The iPortfolio enables student self-assessment of key capabilities and the public showcase of achievements, Learning Forum London 2010, European Institute for E-Learning, London, UK; von Konsky, B., Oliver, B., Ramdin, A., The iPortfolio: Capture, Reflect, Share, Educause Australasia 2009: Innovate, Collaborate, Sustain (Educause Australasia 2009), Perth, Australia; von Konsky, B., Ivins, J., Assessing the Capability and Maturity of Capstone Software Engineering Projects (2008) CRIPT, 78, pp. 22-25; Wenger, E., (1998) Communities of practice: Learning, meaning, and identity, , Cambridge University Press; Wilson, K.L., Lizzio, A., Ramsden, P., The development, validation and applicaiton of the Course Experience Questionnaire (1997) Studies in Higher Education, 22 (1), pp. 33-53; Wong, F.K.Y., Kember, D., Chung, L.Y.F., Yan, L., Assessing the level of reflection from reflective journals (1995) Journal of Advanced Nursing, 22, pp. 48-57},
correspondence_address1={Cajander, A.; Department of Information technology, PO Box 337, 751 05 Uppsa, Sweden; email: asa.cajander@it.uu.se},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Makasiranondh2011161,
author={Makasiranondh, W. and Maj, S.P. and Veal, D.},
title={A pedagogically rich interactive on-line learning platform for network technology students in Thailand},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={161-172},
note={cited By 2; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872782711&partnerID=40&md5=86ff748ad965029159b84a0be4cfe436},
affiliation={School of Computer and Security Science, Edith Cowan University, 2 Bradford St., Mt. Lawley 6050, WA, Australia},
abstract={Internetworking enables communication between networks and forms the foundation of the Internet. Internetworking teaching is typically conducted in a traditional face-to-face classroom, but nowadays it can be conducted online. Online learning environments have many advantages that include allowing remote students' access to not only curriculum but also lecturers and other enrolled students. However, unlike some other disciplines, teaching internetworking courses online is problematic because students need to be given access to internetworking equipment. It is technically possible to provide remote access to online students in order to compensate for the lack of direct physical equipment access, which normally is offered to traditional students. However the standard method of remote access only provides students with a limited text based method of configuring internetworking devices. Internetwork simulators are of value but they cannot provide students experience working with real devices. A pedagogically rich, interactive on-line learning environment using lowcost, assistive multi-media based technologies was therefore developed. This paper presents details of the platform and results of its deployment from an Australian university to a small group of students in Thailand. © 2011, Australian Computer Society, Inc.},
keywords={Distance learning;  E-learning;  Internetworking education;  Network education;  Pedagogy;  Remote access laboratory;  State model diagram},
keywords={Internetworking;  Network education;  Pedagogy;  Remote access;  State models, Computer aided instruction;  Curricula;  Distance education;  Education computing;  Students;  Teaching, E-learning},
references={Akamatsu, T., Ohtsuki, K., Maj, S.P., A teaching model for computer networking technology in professional graduate schools (2007) 8th International conference on information technology based higher education and training, , Kumamoto, Japan; Aravena, M.A., Ramos, A.A., Use of a remote network lab as an aid to support teaching computer (2009) CLEI electronic journal.; Armstrong, H., Murray, I., Remote and local delivery of Cisco education for the vision-impaired (2007) SIGCSE Bull, 39 (3), pp. 78-81; Barnes, S.B., Computer-mediated communication: human-to-human communication across the Internet (2003) Allyn and Bacon; Biggs, J., Collis, K., Towards a model of school-based curriculum development and assessment using the solo taxonomy (1989) Australian journal of education, 33 (2), pp. 151-163; Bruner, J.S., Toward a theory of instruction (1966), Belknap press of Harvard University; (2009), http://www.cisco.com/web/learning/netacad/Unica/NetSpaceRedirect.html, Cisco: Cisco Academy Netspace. Accessed 27 November 2009; Dede, C., Planning for "neomillennial" learning styles: Implications for investments in technology and faculty (2005), EDUCAUSE Publishers; Dicerbo, K.E., Hands-On Instruction in the Cisco Networking Academy (2009) Networking and Services, , 2009. ICNS '09. Fifth International Conference on; Gulatee, Y., Combes, B., Identifying social barriers in teaching computer science topics in a wholly online environment (2008) Fifth International conference on Science, Mathematics and Technology Education, pp. 173-182. , Udon Thani, Thailand; http://www.iau-aiu.net/onlinedatabases/list.html, International Association of Universities Information Database: List of Universities of the world; Jakab, F., Janitor, J., Nagy, M., Virtual Lab in a Distributed International Environment - SVC EDINET (2009) Networking and Services, 2009. ICNS '09. Fifth International Conference on; Laohajaratsang, T., E-Learning Readiness in the Academic Sector of Thailand (2009) International Journal on E-Learning, 8 (4), pp. 539-547; Lawson, E.A., Stackpole, W., Does a virtual networking laboratory result in similar student achievement and satisfaction? (2006) Proceedings of the 7th conference on Information technology education, , Minneapolis, Minnesota, USA, ACM; Lertkulvanich, S., Buranajant, N., Sombunsukho, S., A creation of virtual classroom for teaching and learning management with e-learning (2008) Special issue on ICT for education development, , Bangkok; Machotka, J., Nedic, Z., Nafalski, A., Göl, Ö., Collaboration in the remote laboratory NetLab (2010) Annual conference on Engineering and Technology Education, , IN Pudlowski, Z. J. (Ed. 1st WIETE Pattaya, Thailand, World Institute for Engineering and Technology Education (WIETE); Maj, S.P., Kohli, G., A new state model for internetworks technology (2004) Issues in informing science and information technology, 1; Maj, S.P., Kohli, G., Fetherston, T., A pedagogical evaluation of new state model diagrams for teaching internetwork technologies (2005) Proceedings of the Twenty-eighth Australasian conference on Computer Science, , Newcastle, Australia, Australian Computer Society, Inc; Maj, S.P., Murphy, G., Kohli, G., State models for internetworking technologies (2004) Frontiers in Education, , 2004. FIE 2004. 34th Annual; Melkonyan, A., Akopian, D., Chen, C.L.P., Work in progress - real-time remote Internet-based communication laboratory (2009) Frontiers in Education Conference, , 2009. FIE '09. 39th IEEE; (2009), http://www.moe.go.th/English/policy&plan/8policies.pdf.http://www.moe.go.th/English/policy&plan/InvestmentPlans-SP2_2010-2012_.pdf, Ministry of Education of Thailand: Investment Plans under the 2nd stimulus package of economic reform (2010 - 2012). Accessed 9 August 2010 Ministry of Education of Thailand (2010): Education Policies of Mr. Chinnaworn Boonyakiat, Minister of Education of Thailand. Accessed 9 August 2010; Murray, I., Armstrong, H., Remote Laboratory Access for Students with Vision Impairment (2009) Networking and Services, 2009. ICNS '09. Fifth International Conference on.; Nafalski, A., Nedic, Z., Machotka, J., Göl, Ö., Ferreira, J.M.M., Gustavsson, I., Student and staff experiences with international collaboration in the remote laboratory NetLab (2010) Annual conference on Engineering and Technology Education, , IN Pudlowski, Z. J. (Ed. 1st WIETE Pattaya, Thailand, World Institute for Engineering and Technology Education (WIETE); Prieto-Blazquez, J., Arnedo-Moreno, J., Herrera-Joancomarti, J., An Integrated Structure for a Virtual Networking Laboratory (2008) Industrial Electronics, IEEE Transactions on, (6), pp. 2334-2342. , http://www.qualtrics.com/, Qualtrics; Selvarajah, C., Chelliah, J., Meyer, D., Pio, E., Anurit, P., The impact of social motivation on cooperative learning and assessment preferences (2010) Journal of Management and Organization, 16 (1), pp. 113-126; Sirinaruemitr, P., Trends and Fources for eLearning in Thailand (2004) International Journal of the computer, the internet and management, 12 (2), pp. 132-137; Suanpang, P., Petocz, P., E-Learning in Thailand: An Analysis and Case Study (2006) International Journal on E-Learning, 5 (3), pp. 415-438; Tomov, O., Virtual labs with remote access to a real hardware equipment in the computer systems education (2008) Proceedings of the 9th International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing, , Gabrovo, Bulgaria, ACM; Vejjajiva, A., Policy statement of the council of ministers (2008), http://www.moe.go.th/English/policy&plan/policystatement-abhisit-ENG.pdf, Accessed 9 August 2010},
correspondence_address1={Makasiranondh, W.; School of Computer and Security Science, 2 Bradford St., Mt. Lawley 6050, WA, Australia; email: wmakasir@our.ecu.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Whalley2011113,
author={Whalley, J.L. and Philpott, A.},
title={A unit testing approach to building novice programmers' skills and confidence},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={113-118},
note={cited By 11; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872771185&partnerID=40&md5=cdc4ff50644d6eb6ff409757d22bd81e},
affiliation={School of Computing and Mathematical Sciences, AUT University, PO Box 92006, Auckland 1142, New Zealand},
abstract={This paper discusses the integration of unit tests into a first semester programming course. The students were supplied with unit tests to support their learning and assessments. A questionnaire was completed by the student cohort about their use and perceptions of these unit tests. As a result of both the students and our experiences we examine the advantages and disadvantages of introducing unit tests early and make some pedagogical recommendations for the introduction and use of unit tests in first year programming. © 2011, Australian Computer Society, Inc.},
keywords={Assessment;  Novice programmers;  Testing},
keywords={Assessment;  First year programming;  Novice programmer;  Programming course;  Unit testing;  Unit tests, Teaching;  Testing, Students},
references={Cardell-Oliver, R., Zhang, X., Barady, R., Lim, Y.H., Naveed, A., Woodings, T., (2010) Automated Feedback for Quality Assurance in Software Engineering Education. Proc. of the 21st Australasian Software Engineering Conference, pp. 157-164. , Auckland, New Zealand; Desai, C., Janzen, D., Savage, K., A survey of evidence for test-driven development in academia (2008) ACM SIGCSE Bulletin, 40 (2), pp. 97-101; Edwards, S., Using Test-Driven Development in the Classroom: Providing Students with Automatic, Concrete Feedback on Performance. Proc. of the International Conference on Education and Information Systems: Technologies and Applications (EISTA'03) (2003) International Institute of Informatics and Systemics, pp. 421-426; Edwards, S., Using Software Testing to Move Students from Trial-and-Error to Reflection-in-Action (2004) ACM SIGCSE Bulletin, 36 (1), pp. 26-30; Ginat, D., Hasty design, futile patching and the elaboration of rigor (2007) Proc. of the 12th Annual SIGCSE Conference on innovation and Technology in Computer Science Education, pp. 161-165. , (Dundee, Scotland, June 25-27, 2007). ITiCSE '07. ACM, New York, NY; Haney, W., Russell, M., Gulek, C., Fierros, E., Drawing on Education: Using student drawings to promote middle school improvement (1998) Schools in the Middle, 7 (3), pp. 38-43; Janzen, D., Saiedian, H., Test-Driven Learning: Intrinsic Integration of Testing into the CS/SE curriculum (2006) Proc of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 254-258. , ACM Press; Janzen, D., Saiedian, H., (2008) Test-Driven Learning in Early Programming Courses. Proc of the 39th SIGCSE Technical Symposium on Computer Science Education, pp. 532-536. , Portland, Oregon, USA, ACM Press; Jones, C., Test-Driven Development Goes to School (2004) Journal of Computing Sciences in Colleges, 20 (1), pp. 220-231; Kaufmann, R., Janzen, D., (2003) Implications of Test-Driven Development: A Pilot Study. Proc. ACM SIGPLAN Conference Object-Oriented Programming Systems, Languages and Applications, pp. 298-299. , Anaheim, California, USA. ACM Press; Marrero, W., Settle, A., Testing First: Emphasizing Testing in Early Programming Courses (2005) ACM SIGCSE Bulletin, 37 (3), pp. 4-8; Muller, M., Tichy, W., Case Study: Extreme Programming in a University Environment (2001) Proc of the 23rd International Conference on Software Engineering (ICSE), pp. 537-544; Muller, M., Hagner, O., Experiment about Test-First Programming (2002) IEEE Proc Software, 149 (5), pp. 131-136; Perkins, D.N., Hancock, C., Hobbs, R., Martin, F., Simmons, R., (1989) Conditions of Learning in Novice Programmers, pp. 261-279. , E. Soloway and J. C. Spohrer, (eds.), Studying the Novice Programmer; Perkins, D.N., Martin, F., Fragile knowledge and neglected strategies in novice programmers (1986) Empirical studies of programmers, First Workshop, pp. 213-229. , E. Soloway and S. Iyengar (eds.), Norwood, NJ: Ablex; Schön, D., (1983) The Reflecting Practitioner: How Professionals Think In Action, , London, Temple Smith; Stemler, S., (2001), 7 (17). , http://PAREonline.net/getvn.asp?v=7&n=17, An Overview of Content Analysis Practical Assessment, Research & Evaluation. Accessed 06 Nov 2010},
correspondence_address1={Whalley, J.L.; School of Computing and Mathematical Sciences, PO Box 92006, Auckland 1142, New Zealand; email: jwhalley@aut.ac.nz},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Carrington201045,
author={Carrington, D. and Kim, S.-K. and Strooper, P.},
title={An experience report on using collaboration technologies for distance and on-campus learning},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={45-51},
note={cited By 6; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872827792&partnerID=40&md5=f241b5856e4980e94a0cf1a748eddaf1},
affiliation={School of Information Technology and Electrical Engineering, The University of Queensland, Brisbane, 4072, QLD, Australia},
abstract={This paper summarises our experiences and observations using two online collaboration technologies, Blackboard and Wimba Live Classroom, while teaching Software Engineering courses. Blackboard is used to make announcements and course materials available. The Wiki facility of Blackboard is used to update information about software tools used in the course. In addition to the text chat and record feature in Blackboard, Wimba Live Classroom is used for audio chatting with application sharing and the whiteboard facility, and also to record lectures. Blended learning, which combines traditional face-to-face teaching with online methods, can improve the quality, convenience and flexibility of communication for participants and student satisfaction. This paper reports our experiences using Blackboard and Wimba in a blended-learning environment and presents our suggestions for using collaboration technologies in teaching. © 2010, Australian Computer Society, Inc.},
keywords={Blended learning;  Collaboration technology;  Software engineering education},
keywords={Application sharing;  Audio-chatting;  Blended learning;  Collaboration technology;  Course material;  Experience report;  Online collaboration;  Online methods;  Student satisfaction;  Teaching software;  Text chat;  White board, Computer aided instruction;  Online systems;  Software engineering;  Teaching;  Technical presentations;  Technology, Engineering education},
references={Belanger, F., Jordan, D.H., (2000) Evaluation and implementation of distance learning: Technologies, tools and techniques, , http://www.blackboard.com/, Hershey, PA: Idea Group. Blackboard (2009): Blackboard Inc. Accessed 13 August 2009; Cameron, B., The effectiveness of simulation in a hybrid and online networking course (2003) TechTrends, 47 (5), pp. 18-21; Graham, C.R., Blended learning systems: Definition, current trends, and future directions (2005) Handbook of blended learning: Global perspectives, local designs, pp. 3-21. , Bonk, C. J. and Graham, C. R. San Francisco, CA: Pfeiffer; Heinze, A., Procter, C., (2004) Reflections on the Use of Blended Learning, pp. 1-2. , http://www.ece.salford.ac.uk/proceedings/papers/ah04.rtf, Education in a ford, Education Changing Environment conference proceedings, University of Salford, SalDevelopment Unit; Jonassen, D., Davidson, M., Collins, M., Campbell, J., Constructivism and Computer-Mediated Communication in Distance Education (1995) American journal of distance education, 9 (2), pp. 7-26; (2009), http://www.lectopia.com.au/, Lectopia Anystream Australia Pty Ltd. Accessed 13 August 2009; Maneira, M.J.P., Ribeiroand, P., Maneira, A., (2009) Blended Learning project with Applied Optics, , http://dspace.fct.unl.pt/dspace/bitstream/10362/760/1/blended_oa_07.pdf, Accessed 13 August 2009, Case study; Rhode, J., (2009) Use of Wimba Classroom, , http://www.slideshare.net/jrhode/wimbaclassroom-at-niu-presentation, Accessed 13 August 2009; Riffell, S.K., Sibley, D.F., Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format (2003) Journal of College Science Teaching, 44 (3), pp. 217-235; Roberts, J., McNeese, M., Thornton, A., (2007) Pilot Use of Wimba Classroom at USM, , http://www.slideshare.net/ahornton/a-research-study-on-the-use-of-wimba-classroom, Accessed 13 August 2009; Schwartzman, R., Tuttle, H.V., What can online course components teach about instruction and learning? (2002) Journal of Instructional Psychology, 29 (3), pp. 179-188; Schweizer, K., Paechter, M., Weidenmann, B., Blended learning as a strategy to improve collaborative task performance (2003) Journal of Educational Media, 28 (2-3), pp. 211-224; Sherry, L., Issues in Distance Learning (1996) International Journal of Educational Telecommunications, 1 (4), pp. 337-365; Sonnenwald, D.H., Iivonen, M., Api, J., Kokkinen, H., Collaborative Learning Using Collaboration Technology: Report from the Field (1999) Integrating Information and Communications Technology to Higher Education, pp. 241-258. , Kluwer Publishers; Twigg, C., Improving learning and reducing costs: New models for online learning (2003) Education Review, pp. 28-38; (2009) Participant Perception Indicator (PPI), , http://sitemaker.umich.edu/ppi.evaluation.tool/home, University of Michigan Accessed 13 August 2009; (2009), http://www.wimba.com/, Wimba Accessed 13 August 2009Wimba Inc; Wrubel, J., White, D., Allen, J., High-Fidelity e-Learning: SEI's Virtual Training Environment (VTE) (2009) TECHNICAL REPORT, , CMU/SEI-2009-TR-005, Software Engineering Institute, Carnegie Mellon University},
correspondence_address1={Carrington, D.; School of Information Technology and Electrical Engineering, , Brisbane, 4072, QLD, Australia; email: davec@itee.uq.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Thomas2010165,
author={Thomas, R.N. and Cordiner, M. and Corney, D.},
title={An Adaptable Framework for the Teaching and Assessment of Software development across year levels},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={165-174},
note={cited By 2; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872763964&partnerID=40&md5=e3247898a69bec59692104b3e4461a68},
affiliation={Faculty of Science and Technology, Queensland University of Technology, Brisbane, Australia; Centre for the Advancement of Teching and Learning, University of Tasmania, Hobar, Australia; Faculty of Science and Technology, Queensland University of Technology, Brisbane, Australia},
abstract={Few frameworks exist for the teaching and assessment of programming subjects that are coherent and logical. Nor are they sufficiently generic and adaptable to be used outside the particular tertiary institutions in which they were developed. This paper presents the Teaching and Assessment of Software Development (TASD) framework. We describe its development and implementation at an Australian university and demonstrate, with examples, how it has been used, with supporting data. Extracts of criteria sheets (grading rubrics) for a variety of assessment tasks are included. The numerous advantages of this new framework are discussed with comparisons made to those reported in the published literature. © 2010, Australian Computer Society, Inc.},
keywords={Criterion-referenced assessment;  Curriculum},
keywords={Assessment tasks;  Criterion-referenced assessment, Curricula, Software design},
references={Biggs, J.B., (2003) Teaching for quality learning at university, , Buckingham, UK: SRHE and Open University Press; Bloom, B., Krathwohl, D., (1956) Taxonomy of Educational Objectives, , New York: McKay & Co; Box, I., Object-oriented Analysis, Criterion Referencing, and Bloom (2004) Proceedings of the 6th Australasian Computing Education Conference (ACE2004), pp. 1-8. , Dunedin, NZ. 30; Buck, D., Stucki, D., Design Early Considered Harmful: Graduated Exposure to Complexity and Structure Based on Levels of Cognitive Development (2000) Proceedings of the 31st SIGCSE Technical Symposium on Computer Science Education, 2000, pp. 75-79. , Austin, Texas; Burgess, G., Introduction to Programming: Blooming in America (2005) Journal of the Consortium for Computing Sciences in Colleges, 21 (1), pp. 19-28. , (Oct.); Cassel, L., Clements, A., Davies, G., Guzdial, M., McCauley, R., McGettrick, A., Sloan, R., Weide, B., Computer Science Curriculum 2008 (2008) An Interim Revision of CS 2001, , ACM and IEEE; Daniels, M., Berglund, A., Pears, A., Fincher, S., Five Myths of Assessment (2004) Proceedings of the 6th Australasian Computing Education Conference (ACE2004), 30, pp. 57-61. , Dunedin, New Zealand; Levels in Module Descriptions (2000) The Higher Education Academy, , http://www.engsc.ac.uk/er/theory/levels.asp, (accessed 6 June 2007) Engineering Subject Centre. -2007. London; Gorgone, J., Davis, G., Valacich, J., Topi, H., Feinstein, D., Longenecker Jr., H., (2002) Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, , Association for Information Systems; Lister, R., Leaney, J., Introductory Programming, Criterion-Referencing, and Bloom (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, 2003, p. 203. , February 19-23, Reno Nevada USA; Lunt, B., Ekstrom, J., Gorka, S., Hislop, G., Kamali, R., Lawson, E., LeBlanc, R., Reichgelt, H., (2008) Information Technology 2008 Curriculum Guidelines for Undergraduate Degree Programs in Information Technology, , ACM and IEEE; Matsuura, S., An Evaluation Method of Project Based Learning on Software Development Experiment (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, 2006, pp. 163-167. , Houston, Texas; Michael, M., Fostering and Assessing Communication Skills in the Computer Science Context (2000) SIGCSE Bulletin, pp. 119-123; Oliver, D., Dobele, T., Greber, M., Roberts, T., This Course has a Bloom Rating of 3.9 (2004) Proceedings of the 6th Australasian Computing Education Conference, 30, pp. 227-231. , (ACE2004), Dunedin, NZ; Shackelford, R., Cross II, J., Davies, G., Impagliazzo, J., Kamali, R., LeBlanc, R., Lunt, B., Topi, H., (2006) Computing Curricula 2005 The Overview Report, , http://cs.sru.edu/~whit/assessment/Report06.ppt, (accessed 10 October 2007) ACM and IEEE. Slippery Rock University. 2006. Computer Science Department Assessment Report; Watson, G., Morgan, C., McKenzie, T., Roberts, D., Cochrane, K., Meeting the Challenge of Positioning Undergraduate Units of Study at the Appropriate Levels (2002) Higher Education Research and Development, pp. 704-712; Whitfield, D., From University Wide Outcomes to Course Embedded Assessment of CS1 (2003) Journal of the Consortium for Computing Sciences in Colleges, 18 (5), pp. 210-220. , http://cs.sru.edu/~whit/assessment/, (accessed 10 October 2007) Sample rubrics},
correspondence_address1={Thomas, R.N.; Faculty of Science and Technology, , Brisbane, Australia; email: r.thomas@qut.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Egea201087,
author={Egea, K. and Kim, S.-K. and Andrews, T. and Behrens, K.},
title={Approaches used by cross-cultural and cross-discipline students in teamwork for a first-year course in web design},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={87-96},
note={cited By 6; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872761881&partnerID=40&md5=1f5399b7376c7b5fae3be70f8131fad0},
affiliation={School of Information Technology and Electrical Engineering, The University of Queensland, Brisbane, 4072, QLD, Australia; TEDI, The University of Queensland, Brisbane, 4072, QLD, Australia; Institute of Social Science Research, The University of Queensland, Brisbane, 4072, QLD, Australia},
abstract={Cross-cultural and cross-discipline teams are commonplace in ICT global work projects, an area where students in an IT program may head. This paper presents preliminary research that is concerned with outcomes from an intervention strategy designed to help students identify and address cross-cultural and crossdisciplinary team issues while undertaking a series of team-based assessment tasks in a web design course. Students were asked to complete an online questionnaire three times over the semester to rate attributes for communication, task management, relationships, and cultural dimensions as a means of self-assessing their approach to teamwork. Using the data collected from the three surveys, a quantitative evaluation was conducted. This paper presents a preliminary result from this analysis and also discusses future research directions. © 2010, Australian Computer Society, Inc.},
keywords={Crosscultural and cross-discipline team work;  Information technology education},
keywords={Assessment tasks;  Cross-disciplinary teams;  Cultural dimensions;  First-year;  Future research directions;  Information technology education;  Intervention strategy;  Online questionnaire;  Quantitative evaluation;  Task management;  Team work;  Web designs, Information technology;  Surveys;  Websites, Students},
references={Asherman, J.W., Bing, J.W., Laroche, L., Building Trust Across Cultural Boundaries (2000), http://www.itapintl.com/facultyandresources/articlelibrarymain/buildingtrust.html, Accessed 10 Jul 2009; Altin, R., Bektik, M., Eksioglu, N., Koray, C., Oner, O.C., Sadetas, M., Sener, H., Routh, C., Working across time zones in cross-cultural student teams (2009) Proc. ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 360-360. , Paris, France, (ITiCSE'09), ACM Press; Bentley, T., Gestalt in the boardroom (2000) Gestalt Review, 4 (3), pp. 176-193; Burnell, L.J., Priest, J.W., Durrett, J.R., Distributed Multidisciplinary Software Development (2002) IEEE Software, 19 (5), pp. 86-93; Chin, K.L., Lu, J., Xu, J., Xian, J., Yao, J., Cross-cultural learning and teaching in Australian universities (2009) Proc IUT International Conference: Navigating Innovations in Teaching and Learning, Vancouver, Canada, , http://www.iutconference.org/pdf/KumLengChin.pdf, Accessed 6 Sep 2009; Cohen, P.R., Levesque, H.J., (1991) Teamwork, , Oxford, Blackwell Publishing; DuPraw, M.E., Axnes, M., Working on Common Cross-Cultural Communication Challenges (1997), http://www.pbs.org/ampu/crosscult.html, Accessed 2 Jul 2009; Egea, K., Relationship Building in Virtual Teams: an academic case study (2006) Proc. InSite06 International Conference, Greater Manchester, England, , http://2006.informingscience.org/, Accessed 10 Jul 2009; Erickson, I., Understanding socio-locative practices (2007) Group '07 Doctoral Consortium Papers, pp. 1-2. , Sanibel Island, Florida, USA, ACM Press; Johnson, D.W., Johnson, F.P., (2006) Joining together: Group theory and group skills, , (9th ed.). Englewood Cliffs, N. J., Prentice Hall; Deeks, M., Cross-cultural team working within The Cochrane Collaboration (2004), http://www.cochrane.org/docs/crossculturalteamwork.doc, Accessed 9 Jan 2009; Hinchcliff-Pelias, M., Greer, N.S., The important of intercultural communication in international education (2004) International Education, 33 (2), pp. 5-18; Hoegl, M., Gemueden, H.G., Teamwork Quality and the Success of Innovatve project: A theoretical concept and empirical evidence (2001) Organization Science, 12 (4), pp. 435-449; Hofstede, G., (1996) Cultures and organizations; software of the mind. Intercultural co-operation and its importance for survival, , New York, McGraw-Hill; Hofstede, G., Hofstede, G., Pedersen, P.B., (2002) Exploring Culture. Exercises, stories and sythetic cultures, , Yarmouth, Maine: Intercultural Press; Hofstede, G., Hofstede, G., (2005) Cultures and organizations; software of the mind, , New York: McGraw-Hill; Lee, I., Choi, G.W., Kim, J., Kim, S., Lee, K., Kim, D., Han, M., An, Y., Cultural dimensions for user experience: cross-country and cross-product analysis of users' cultural characteristics (2008) Proc. 22nd British HCI Group Annual Conference on HCI People and Computers Xxii: Culture, Creativity, interaction, 1, pp. 3-12. , Swinton, UK, British Computer Society Press; McCracken, D.D., Wolfe, R.J., (2004) User Centered Website Development: a human computer interaction approach, , Pearson Prentice Hall, New Jersey; Mitchell, A., Zigurs, I., Trust in virtual teams: solved or still a mystery? (2009) SIGMIS Database, 40 (3), pp. 61-83; Ocker, R., Rosson, M., Kracaw, D., Hiltz, S., Training Students to Work Effectively in Partially Distributed Teams (2009) ACM Transactions on Computing Education (TOCE), 9 (1), pp. 1-24; Saunders, C.S., Virtual teams: Piecing together the puzzle (2000) Framing the domain of IT management: Projecting the future through the past, pp. 29-50. , Zmud R.W (ed). Cincinnati, Ohio, USA: Pinnaflex Educational Resources; Sharp, H., Rogers, Y., Preece, J., (2007) Interaction design: Beyond human-computer interaction, , 2nd ed. New York: Wiley; (2009) Predicative Analytics, Decision Support Systems, , http://www.spss.com/au/index.htm?source=homepage&hpzone=nav_bar, SPSS (nd): Data Mining, Statistical Analysis Software, Predictive Analysis, Accessed Jul 11; Tvedt, J.D., Tesoriero, R., Gary, K.A., The software factory: combining undergraduate computer science and software engineering education (2001) Proc. International Conference on Software Engineering, pp. 633-642. , Toronto, Ontario. Washington, DC, USA, IEEE Computer Society; Walther, J.B., Group and interpersonal effects in International Computer-Mediated Collaboration (1997) Human Communication Research, 23 (3), pp. 342-369; Weinberg, J.B., White, W.W., Karacal, C., Engel, G., Hu, A., Multidisciplinary teamwork in a robotics course (2005) Proc. 36th SIGCSE Technical Symposium on Computer Science Education, pp. 446-450. , St. Louis, Missouri, USA, ACM Press},
correspondence_address1={Egea, K.; School of Information Technology and Electrical Engineering, , Brisbane, 4072, QLD, Australia; email: kegea@itee.uq.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Wiggberg2010,
author={Wiggberg, M.},
title={A method for analyzing learning outcomes in project courses},
journal={Proceedings - Frontiers in Education Conference, FIE},
year={2010},
pages={T4H1-T1H2},
doi={10.1109/FIE.2010.5673166},
art_number={5673166},
note={cited By 0; Conference of 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 ; Conference Date: 27 October 2010 Through 30 October 2010;  Conference Code:83518},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-78751536256&doi=10.1109%2fFIE.2010.5673166&partnerID=40&md5=451da4de6221729152e17ba23c3f0b38},
affiliation={Uppsala University, Sweden},
abstract={Including projects in courses is widely recognized as important in preparing students for their profession. These courses are however quite complex with often contradictory ideas about how to actually run them in order to reach the learning objectives. This paper presents parts of a larger study where desired learning outcomes are contrasted against collected experiences from students. © 2010 IEEE.},
keywords={Communities of practice;  Computing education research;  Learning outcomes;  Project courses},
keywords={Communities of Practice;  Computing education;  Learning objectives;  Learning outcome;  Project course, Students, Teaching},
references={(2005) Computing Curricula 2005, , http://www.acm.org/education/curric_vols/CC2005-March06Final.pdf, Computing Curricula, T. J. T. F. for Available from September; Berglund, A., (2005) Learning Computer Systems in a Distributed Project Course: The What, Why, How and Where, , Uppsala, Sweden: Acta Universitatis Upsaliensis; Kinnunen, P., Malmi, L., Do students work efficiently in a group? -problem-based learning groups in basic programming course (2004) Proceedings of the Fourth Finnish/Baltic Sea 129 Conference of Computer Science Education, pp. 57-66. , Kolin Kolistelut - Koli Calling 2004 Helsinki, Finland: Helsinki University of Technology; Barker, L.J., Garvin-Doxas, K., Making visible the behaviors that influence learning environment: A qualitative exploration of 125 computer science classrooms (2004) Computer Science Education, 14, pp. 119-145. , June; Wenger, E., (1998) Communities of Practice: Learning, Meaning, and Identity, , (1st ed.). Cambridge, United Kingdom: Cambridge University Press; Wiggberg, M., (2008) Unwinding Processes in Computer Science Student Projects (No. 2008-001); Abbasi, Z.A., Backvall, P., Bergman, J., Blommé, C., Brohäll, J., Edlund, J., (2009) Project Huge - Final Report (Tech. Rep.), , Department of Information Technology},
correspondence_address1={Wiggberg, M.; Uppsala UniversitySweden; email: mattias.wiggberg@it.uu.se},
sponsors={American Society for Engineering Education (ASEE); Educational Research Methods (ERM) Division; Institute of Electrical and Electronics Engineers (IEEE); IEEE Computer Society; IEEE Education Society},
address={Arlington, VA},
issn={15394565},
isbn={9781424462599},
coden={PFECD},
language={English},
abbrev_source_title={Proc. Front. Educ. Conf. FIE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hitchens200993,
author={Hitchens, M. and Lister, R.},
title={A focus group study of student attitudes to lectures},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={93-100},
note={cited By 5; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869135555&partnerID=40&md5=3c4c19d0e156af27035e75b1c7599b18},
affiliation={Department of Computing, Macquarie University, NSW 2109, Australia; Faculty of Engineering and Information Technology, University of Technology, Sydney NSW 2007, Australia},
abstract={This paper reports on the findings from focus groups, conducted at Macquarie University, on the attitudes of computing students to lectures. Students felt that two things were vital for a good lecture: (1) that the lecturer goes beyond what is written in the lecture notes; (2) that the lecture is interactive, by which students meant that the lecturer asks if students understand concepts and adjusts the delivery accordingly, and also the lecturer answers the students' questions. The students in the focus groups also discussed what makes for a bad lectures: (1) lecturers reading straight from slides; (2) lecturers who 'blame the students', by saying that students don't work hard enough and are too lazy to turn up to lectures; and (3) lecturers who cover the material too slowly or too quickly. The most prominent reason given for not attending lectures was the timetabling of lectures in such a way that students had too few classes in one day to make the sojourn to university worthwhile. Any university seeking to improve attendance at lectures should perhaps look as much to improving its timetabling practices as it does to improving the practices of its individual lecturers. © 2009, Australian Computer Society, Inc.},
keywords={Focus groups;  Lectures;  Student attitudes},
keywords={Focus groups;  Lecture Notes;  Lectures;  Student attitudes;  Timetabling, Scheduling, Students},
references={Biggs, J., (1999) Teaching for Quality Learning at University, , Buckingham: Open University Press; Bligh, D.A., (2000) What's the Use of Lectures?, , San Francisco, CA: Jossey-Bass; Ramsden, P., (1992) Learning to Teach in Higher Education, , London: Routledge},
correspondence_address1={Hitchens, M.; Department of Computing, , NSW 2109, Australia; email: michaelh@ics.mq.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lister2009119,
author={Lister, R. and Box, I.},
title={A citation analysis of the ICER 2005-07 proceedings},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={119-128},
note={cited By 2; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869132608&partnerID=40&md5=b1b72264d5cb9a7a879e967f835eb8e3},
affiliation={Faculty of Information Technology, University of Technology, Sydney Broadway, NSW 2007, Australia},
abstract={This paper identifies the most commonly cited conferences, journals and books of the 43 papers within the first three ICER proceedings. A large array of conferences, journals, and books were cited. However, only a small set of journals and conferences were cited frequently, and the majority were only cited within a single paper, which is consistent with a power law distribution, as predicted by Zipf's Law. The most commonly cited books are concerned with education in general (29%) or psychology (20%), while 17% of books are concerned with computer science education and 12% with computing content. The citation results for ICER are contrasted with earlier published citation analyses of SIGCSE 2007 and ACE2005-07. © 2009, Australian Computer Society, Inc.},
keywords={ACE;  Citation analysis;  ICER;  SIGCSE},
keywords={ACE;  Citation analysis;  Computer Science Education;  ICER;  Large arrays;  Power law distribution;  SIGCSE;  Zipf's law, Computational linguistics;  Information analysis, Education},
references={(2008) Excellence in research for Australia initiative, consultation paper, , http://www.arc.gov.au/pdf/ERA_ConsultationPaper.pdf, Available from: [Accessed September 2008]., ARC; Becher, T., Trowler, P., (2001) Academic Tribes and Territories, , Open University Press; 2nd edition. ISBN: 033520628X; (2007), http://www.core.edu.au/, CORE Computing Research and Education. Available from:, [Accessed May 2008]; Lister, R., Box, I., A citation analysis of the ACE2005-2007 proceedings, with reference to the June 2007 CORE conference and journal rankings (2008) Proc. Tenth Australasian Computing Education Conference (ACE 2008), pp. 93-102. , http://crpit.com/Vol78.html, Wollongong, NSW, Australia. CRPIT, 78. Simon and Hamilton, M., Eds., ACS. Available from:; Lister, R., Box, I., A citation analysis of the SIGCSE 2007 proceedings (2008) Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education (Portland, OR, USA, March 12 - 15, 2008), pp. 476-480. , SIGCSE '08. ACM, New York, NY; Lister, R., Box, I., A citation analysis of the ACSC 2006-2008 proceedings, with reference to the CORE conference and journal rankings (2009) Proceedings of the 32nd Australasian Computer Science Conference (ACSW 2009), , Wellington, New Zealand, January 2009. CRPIT, 91. Bernard Mans (Ed.), ACS; Lister, R., Box, I., A citation analysis of the ADC 2006-2008 proceedings, with reference to the CORE conference and journal rankings (2009) Proceedings of the 20th Australasian Database Conference (ADC 2009), , Wellington, New Zealand, January 2009. CRPIT, 92. Lin, X. and Bouguettaya, A., Eds., ACS; Lister, R., Box, I., A citation analysis of the AUIC 2006-2008 proceedings, with reference to the CORE conference and journal rankings (2009) Proc. 10th Australasian User Interface Conference (AUIC 2009), p. 93. , Wellington, New Zealand, January 2009. CRPIT Calder, P. and Weber, G., Eds., ACS; Redner, S., How popular is your paper? An empirical study of the citation distribution (1998) The European Physical Journal B-Condensed Matter and Complex Systems, 4, pp. 131-134. , physics.bu.edu/~redner/pubs/ps/citation.ps, Available from: [Accessed November, 2008]; Tsallis, C., de Albuquerque, M.P., Are citations of scientific papers a case of nonextensivity? (2000) The European Physical Journal B-Condensed Matter and Complex Systems, 13, pp. 777-780. , http://arxiv.org/PS_cache/cond-mat/pdf/9903/9903433v1.pdf, Available from:, [Accessed November, 2008]; (2007), http://scientific.thomson.com/products/sci/, Thomson Scientific The Science Citation Index Available from:, [Accessed May 2008]; (2008), http://www.ulrichsweb.com/ulrichsweb/, Ulrich Ulrich's Periodicals Directory Available from: [Accessed November 2008]},
correspondence_address1={Lister, R.; Faculty of Information Technology, , Sydney Broadway, NSW 2007, Australia; email: raymond@it.uts.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Teague2009171,
author={Teague, D.},
title={A people-first approach to programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={171-179},
note={cited By 6; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869121818&partnerID=40&md5=19a48c064d7c99a33e3b26c05ea8c5fc},
affiliation={Queensland University of Technology, Brisbane, Australia},
abstract={Students continue to find learning to program difficult. Failure rates from introductory programming units are high, as are attrition rates from IT courses. Case studies were conducted in 2007 involving Queensland University of Technology (QUT) introductory programming students who took part in weekly interviews and focus groups, and responded to questionnaires. Students divulged details relating to their attitude and approach to study, together with the level of confidence they had in their ability to learn to program. Four of the case studies are included in this paper which portrays students with varying levels of confidence motivation, determination, attitude and study ethic, and how they each struggle to learn to program. The purpose of the studies was to determine to what extent each of these factors has an influence on student learning outcomes. The studies focus on the people rather than the more traditionally studied cognitive difficulties of learning to program. The data collected from the case studies give some insight into the social barriers on many levels that students face and how they are dealt with and in some cases overcome. The paper concludes with a discussion on student programmer personas as a design taxonomy and pedagogical tool. © 2009, Australian Computer Society, Inc.},
keywords={Confidence;  Determination;  Learning to program;  Motivation;  Personas;  Student perceptions},
keywords={Confidence;  Determination;  Learning to program;  Personas;  Student perceptions, Motivation;  Research;  Surveys;  Teaching, Students},
references={Bassey, M., (1999) Case Study Research in Educational Settings, , Buckingham, Open University Press; Biggers, M., Brauer, A., Yilmaz, T., Student Perceptions of Computer Science: A Retention Study Comparing Graduating Seniors vs. CS Leavers (2008) 39th SIGCSE technical symposium on Computer science education, , Portland, OR, USA, ACM; Cohoon, J.M., Women in CS and Biology (2002) ACM SIGCSE Bulletin, Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education SIGCSE '02, 34 (1); Cooper, A., (1999) The Inmates are Running the Asylum, , Indianapolois, IN, Sams; Davis, J., Rebelsky, S.A., Food-First Computer Science: Starting the First Course Right with PB&J (2007) 38th SIGCSE Technical Symposium on Computer Science Education, , Kentucky, USA; Feinberg, D., A Visual Object-Oriented Programming Environment (2007) 38th SIGCSE Technical Symposium on Computer Science Education, , Kentucky, USA; Fisher, A., Margolis, J., Unlocking the clubhouse: the Carnegie Mellon experience (2002) ACM SIGCSE Bulletin, 34 (2); Gonzalez, G., A Systematic Approach to Active and Cooperative Learning in CS1 and its effects on CS2 (2006) SIGCSE 2006 Technical Symposium on Computer Science Education, , Houston, Texas, USA; Kinnunen, P., Malmi, L., Why Students Drop Out CS1 Course? (2006) 2006 international workshop on Computing education research ICER '06.; Lewis, S., McKay, J., Lang, C., The Next Wave of Gender Projects in IT Curriculum and Teaching at Universities (2006) Eighth Australasian Computer Education Conference (ACE2006), , Hobart, Tasmania, Australia, ACS; Lister, R., Teaching Java First: Experiments with Pigs-Early Pedagogy. 6th Australasian Computer Education Conference (ACE2004) (2004) Dunedin, Australian Computer Society Inc.; Lister, R., Adams, E., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGSCE Bulletin, 36 (4), pp. 119-150; Mannila, L., Progress Reports and Novices' Understanding of Program Code (2006) 6th Baltic Sea Conference on Computing Education Research, , Koli Calling; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y., Laxer, C., Wilusz, T., ITiCSE 2001 working group reports: A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4); McDowell, C., Werner, L., Bullock, H., Fernald, J., The Effects of Pair-Programming on Performance in an Introductory Programming Course (2002) 33rd SIGCSE technical symposium on Computer science education, , Cincinnati, Kentucky ACM; McDowell, C., Werner, L., Bullock, H.E., Fernald, J., Pair programming improves student retention, confidence, and program quality (2006) Communications of the ACM, 49 (8); McKinney, D., Denton, L.F., Developing Collaborative Skills Early in the CS Curriculumin a Laboratory Environment (2006) SIGCSE 2006 Technical Symposium on Computer Science Education, , Houston, Texas, USA; Mendes, E., Al-Fakhri, L., Luxton-Reilly, A., A Replicated Experiment of Pair-Programming in a 2nd-year Software Development and Design Computer Science Course (2006) ITiCSE 06: Proceedings of the 11th annual conference on Innovation and technology in computer science education Bologna, Italy.; Murphy, L., McCauley, R., Westbrook, S., Women Catch Up: Gender Differences in Learning Programming Concepts (2006) SIGCSE 2006 Technical Symposium on Computer Science Education, , Houston, Texas USA; Nagappan, N., Williams, L., Ferzli, M., Wiebe, E., Yang, K., Miller, C., Balik, S., Improving the CS1 Experience with Pair Programming (2003) 34th SIGCSE technical symposium on Computer science; Parsons, D., Haden, P., Parson's Programming Puzzles: A Fun and Effective Learning Tool for First Programming Courses (2006) Eighth Australasian Computer Education Conference (ACE2006), 52, pp. 157-163; Pollard, S.L., Duvall, R.C., Everything I Needed to Know About Teaching I Learned in Kindergarten: Bringing Elementary Education Techniques to Undergraduate Computer Science Classes (2006) SIGCSE 2006 Technical Symposium on Computer Science Education, , Houston, Texas, USA; Reges, S., (2006) Base to basics in CS1 and CS2, , SIGCSE'06, Houston, Texas, USA, ACM; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Seymour, E., Hewitt, N.M., (1997), Talking About Leaving, Westview Press, Harper Collins Publishers; Sheard, J.., Hagan, D., Our failing students: a study of a repeat group (1998) Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education ITiCSE '98.; Simon, B., Hanks, B., First Year Students' Impressions of Pair Programming in CS1 (2007) Third International Computing Education Research Workshop, , Georgia Institute of Technology, Atlanta, GA USA, ACM; Soloway, E., Spohrer, J., (1989) Studying the Novice Programmer, , Hillsdale, NJ, Lawrence Erlbaum Associates; Teague, D., Roe, P., Collaborative learning: towards a solution for novice programmers (2008) Proceedings of the tenth conference on Australasian computing education, , Wollongong, NSW, Australia, ACS; Varma, R., Making Computer Science Minority- Friendly (2006) Communications of the ACM, 49 (2); Vilner, T., Zur, E., Once She Makes it, She is There: Gender Differences in Computer Science Study (2006) ITiCSE 06: Proceedings of the 11th annual conference on Innovation and technology in computer science education, , Bologna, Italy; Werner, L.L., Hanks, B., McDowell, C., Pair Programming Helps Female Computer Science Students (2004) Journal on Educational Resources in Computing (JERIC), 4 (1); Williams, L., Wiebe, E., Yang, K., Ferzli, M., Miller, C., In Support of Pair Programming in the Introductory Computer Science Course (2002) Computer Science Education, 12 (3), pp. 197-212; Wilson, J.D., Hoskin, N., Nosek, J.T., The Benefits of Collaboration for Student Programmers (1993) 24th SIGCSE Technical Symposium on Computer Science Education SIGCSE 1993, , Indianapolis, Indiana US, ACM Press; Yin, R.K., (2003) Case Study Research Design and Methods, , California USA, Sage Publications Inc},
correspondence_address1={Teague, D.; Queensland University of Technology, Brisbane, Australia; email: d.teague@qut.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Carbone200925,
author={Carbone, A. and Hurst, J. and Mitchell, I. and Gunstone, D.},
title={An exploration of internal factors influencing student learning of programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={25-34},
note={cited By 22; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869102563&partnerID=40&md5=1417251405001eb3380175411693784f},
affiliation={Faculty of Information Technology, Monash University, Australia; Faculty of Education, Monash University, Australia},
abstract={This paper explores internal factors influencing student learning of programming. This is based on literature relating to student learning and learning of programming. Two dimensions: motivation and capability are used as a framework to explore the data gathered from a study of first year undergraduate IT programming students at an Australian University. The authors propose that the exploration conducted in this study is useful in assisting academics with developing tasks to facilitate student motivation and skills to learn programming. © 2009, Australian Computer Society, Inc.},
keywords={First year;  Learning-of-programming;  Student learning;  Student motivation;  Two-dimension, Motivation, Students},
references={Baird, J.R., Mitchell, I.J., Some theoretical perspectives on learning, teaching, and change (1991) Journal of Science and Mathematics Education in Southeast Asia, 14 (1), pp. 7-21; Caspersen, M., (2007) Educating Novices in The Skills of Programming, , PhD Dissertation. University of Aarhus, Denmark; Baird, J.R., White, R.T., Promoting self-control of learning (1982) Instructional Science, 11, pp. 227-247; Baird, R.J., Northfield, R.J., (1995) Learning from the PEEL experience, , Melbourne, Australia: The Monash University Printing Services; Bassey, M., (1999) Case Study Research in Educational Settings, , Buckingham, United Kingdom: Open University Press; Beaubouef, T., Lucas, R., Howatt, J., The UNLOCK system: Enhancing problem solving skills in CS-1 students (2001) ACM Special Interest Group Computer Science Education (SIGCSE) Bulletin, 33 (2), pp. 43-46; Bergin, S., Reilly, R., (2005) Programming: factors that influence success, , Paper presented at the Thirtysixth SIGCSE technical symposium on computer science education, St. Louis, Missouri, USA; Bunderson, E., Christensen, M., An analysis of retention problems for female students in university computer science programs (1995) Journal of Research on Computing in Education, 28 (1), pp. 1-18; Byrne, P., Lyons, G., (2001) The effect of student attributes on success in programming, , 25-27 June).Paper presented at the Sixth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2001), University of Kent, Canterbury, United Kingdom; Daigle, R.J., Doran, M.V., Pardue, J.H., Integrating collaborative problem solving throughout the curriculum (1996) Proceedings of the Twenty-seventh SIGCSE Technical Symposium on Computer Science Education, 28 (1), pp. 237-241; Luxton-Reilly, D., Simon, (2008) Evaluating a New Exam Question: Parsons Problems, , Presented at the Fourth International Computing Education Workshop, Sydney, Australia, September 2008; de Laet, M., Slattery, M.C., Kuffer, K., Sweedy, K.E., (2005) Computer games and CS education, , Paper presented at the Thirty-sixth SIGSCE Technical Symposium on Computer Science Education, St. Louis, Missouri, USA; de Raadt, M., Watson, R., Toleman, M., (2006) Chicken sexing and novice programmers: Explicit instruction of problem solving strategies, , Paper presented at the Eighth Australasian Computing Conference (ACE 2006), Hobart, Tasmania, Australia; Deci, E.L., (1975) Intrinsic Motivation, , New York, USA: Plenum; Entwistle, N., Motivation and approaches to learning: Motivation and conceptions of teaching (1998) Motivating Students, , S. Brown, S. Armstrong & G. Thompson (Eds.), London, United Kingdom: Kogan Page; Fredricks, A.J., Blumenfeld, C.P., Paris, H.A., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Jadud, M., Methods and Tools for Exploring Novice Compilation Behaviour (2006), ICER'06, September 9-10, 2006, Canterbury, United Kingdom; Glaser, B., Strauss, A., (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research, , New York, USA: Aldine; Goold, A., Rimmer, R., Factors affecting performance in first-year computing (2000) ACM Special Interest Group Computer Science Education (SIGCSE) Bulletin, 32 (2), pp. 39-43; Haden, P., (2006) The incredible rainbow spitting chicken: Teaching traditional programming skills through games programming, , Paper presented at the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Hagan, D., (2004) Employer satisfaction with ICT graduates, , Paper presented at the Sixth Australasian Computing Education Conference (ACE 2004), Dunedin, New Zealand; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM Special Interest Group Computer Science Education (SIGCSE) Bulletin, 32 (3), pp. 25-28.; Helme, S., Clarke, D., Identifying cognitive engagement in mathematics classroom (2001) Mathematics Education Research Journal, 13, pp. 133-153; Kassin, S., (2003) Psychology, , USA: Prentice Hall; Katz, S., Aronis, J., Allbritton, D., Wilson, C., Soffa, M.L., (2003) A Study to Identify Predictors of Achievement in an Introductory Computer Science Course, , Proceedings of the 2003 SIGMIS conference on Computer personnel research. April 10-12, 2003, Philadelphia, Pennsylvania; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150. , December; Maslow, A., (1962) Towards a psychology of being, , Princeton, New Jersey, USA: Van Nostrand; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140; Miles, M.B., Huberman, M.A., (1994) Qualitative Data Analysis: A Sourcebook of New Methods (2nd Edition ed.), , Thousand Oaks, California, USA: Sage Publications Inc; Patton, M.Q., (1990) Qualitative Evaluation and Research Methods (Second Edition), , Newbury Park, California, USA: Sage Publications; Ramalingam, V., LaBelle, D., Wiedenbeck, S., (2004) Self-efficacy and mental models in learning to program, , Paper presented at the Ninth Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE 2004), Leeds, United Kingdom; Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: classic definitions and new directions (2000) Contemporary Educational Psychology, 25 (1), pp. 54-67; Schwarz, N., Self-reports: How the questions shape the answers (1999) American Psychologist, 54 (2), pp. 93-105; Shulman, J., (1997), http://www.ed.gov/pubs/triedandtrue/teach.html, Teaching Cases: New approaches to teacher education and staff development. Accessed 1 May 2006; Simon, Cutts, Q., Fincher, S., Haden, P., Robbins, A., Sutton, K., (2006) The ability to articulate strategy as a predictor of programming skill, , Paper presented at the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Simon, Fincher, S., Robbins, A., Baker, B., Box, I., Cutts, Q., (2006) Predictors of success in a first programming course, , Paper presented at the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Taylor, H., Mounfield, L., Exploration of the relationship between prior computing experience and gender on success in college computer science (1994) Journal of Educational Computing Research, 11 (4), pp. 291-306; Tolhurst, D., Baker, B., Hamer, J., Box, I., Lister, R., Cutts, Q., (2006) Do map drawing styles of novice programmers predict success in programming? A multi-national, multi-institutional study, , Paper presented at the Eighth Australasian Computing Education Conference (ACE 2006), Hobart, Tasmania, Australia; Wiedenbeck, S., (2005) Factors Affecting the Success of Non-Majors in Learning to Program, , ICER'05, October 1-2, 2005, Seattle, Washington, USA; Wilson, B., A Study of Factors Promoting Success in Computer Science Including Gender Differences (2002) Computer Science Education, 12 (1-2), pp. 141-164; Winslow, L.E., (1996) Programming pedagogy -- A psychological overview, , (Sept 1996). Paper presented at the Twenty-seventh SIGCSE Technical Symposium on Computer Science Education, Atlanta, Georgia, USA},
correspondence_address1={Carbone, A.; Faculty of Information Technology, Australia; email: Angela.Carbone@infotech.monash.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Shuhidan2009147,
author={Shuhidan, S. and Hamilton, M. and D'Souza, D.},
title={A taxonomic study of novice programming summative assessment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={147-156},
note={cited By 58; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869098234&partnerID=40&md5=7a7d23d66a5b15d343afcfd76926831b},
affiliation={School of Computer Science and Information Technology, RMIT University, PO Box 2476V, Melbourne 3001, Australia},
abstract={Learning to program is difficult, a situation that is largely responsible for high attrition rates in Computer Science schools. Novice programmers struggle to grasp an early understanding of programming, which can lead to frustration and eventually surrender. The problem has generated interest in a range of enquiries, and has given impetus to the need for a teaching-research nexus towards a better understanding of novice programming problems. We continue the trend in this paper and report on a study we have conducted of novice programmers' efforts in summative assessment. Our study involves multiplechoice questions and coding question drawn from a programming examination. We analyse the answers provided by novices to final examination questions, and attempt to understand why students make such errors. We aim to categorise and classify the questions in the context of two well-known learning taxonomies: Bloom's Taxonomy and the SOLO Taxonomy.},
keywords={Bloom's taxonomy;  Novice programmer;  Programming errors;  SOLO taxonomy;  Summative assessment;  Taxonomy of programming},
keywords={Attrition rate;  Bloom's taxonomy;  Multiple-choice questions;  Novice programmer;  Novice programming;  Programming errors;  Summative assessment;  Taxonomic study, Blooms (metal);  Education;  Errors, Taxonomies},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Bloom, B.S., Cruikshank, K.A., Pintrich, P.R., Mayer, R.E., (2001) A taxonomy for learning, teaching and assessing, pp. 67-68. , complete edition edn, Addison Wesley Longman, Inc; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) SIGCSE Bull, 39 (2), pp. 32-36; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning. The SOLO Taxonomy (Structure of the Observed Learning Outcome), pp. 61-92. , complete edition edn, Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, pp. 62-197. , New York: David McKay Co Inc., chapter Part II; Bonar, J., Soloway, E., Uncovering principles of novice programming (1983) POPL '83: Proceedings of the 10th ACM SIGACT-SIGPLAN symposium on Principles of programming languages, pp. 10-13. , ACM, New York, NY, USA; Caspersen, M.E., Bennedsen, J., Instructional design of a programming course: a learning theoretic approach (2007) 'ICER '07: Proceedings of the third international workshop on Computing education research', pp. 111-122. , ACM, New York, NY, USA; Clear, T., Edwards, J., Lister, R., Simon, B., Thompson, E., Whalley, J., The teaching of novice computer programmers: bringing the scholarly-research approach to australia (2008) ACE '08: Proceedings of the tenth conference on Australasian computing education, pp. 63-68. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Denny, P., Hamer, J., Luxton-Reilly, A., Purchase, H., Peerwise: students sharing their multiple choice questions (2008) ICER '08: Proceeding of the fourth international workshop on Computing education research, pp. 51-58. , ACM, New York, NY, USA; Joni, S.-N., Soloway, E., Goldman, R., Ehrlich, K., Just so stories: how the program got that bug (1983) SIGCUE Outlook, 17 (4), pp. 13-26; Kopec, D., Yarmish, G., Cheung, P., A description and study of intermediate student programmer errors (2007) SIGCSE Bulletin, 39 (2), pp. 146-156; Lister, R., Leaney, J., Introductory programming, criterion-referencing, and bloom (2003) SIGCSE Bull., 35 (1), pp. 143-147; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the solo taxonomy (2006) SIGCSE Bull., 38 (3), pp. 118-122; Lord, F.M., The relation of the reliability of multiple-choice tests to the distribution of item difficulties (1952) 'Psychometrika', pp. 181-194. , SpringerLink; Lopez, M., Whalley, J., Robbins, P.R.L., (2008) Relationships between reading, tracing and writing skills in introductory programming, , in 'ICER'08'; Oliver, D., Dobele, T., Greber, M., Roberts, T., This course has a bloom rating of 3.9, in 'ACE '04: Proceedings of the sixth conference on Australasian computing education (2004) Australian Computer Society, pp. 227-231. , Inc., Darlinghurst, Australia, Australia; Oman, P.W., Cook, C.R., Nanja, M., Effects of programming experience in debugging semantic errors (1989) J. Syst. Softw., 9 (3), pp. 197-207; Scott, T., Bloom's taxonomy applied to testing in computer science classes (2003) J. Comput. Small Coll., 19 (1), pp. 267-274; Smith, D.C., Cypher, A., Tesler, L., Programming by example: novice programming comes of age (2000) Commun. ACM, 43 (3), pp. 75-81; Thomas, L., Ratcliffe, M., Thomasson, B., Scaffolding with object diagrams in first year programming classes: some unexpected results (2004) SIGCSE Bull, 36 (1), pp. 250-254; Thompson, E., Holistic assessment criteria: applying solo to programming projects (2007) ACE '07: Proceedings of the ninth Australasian conference on Computing education, pp. 155-162. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Thompson, E., Luxton-Reilly, A., Whalley, J.L., Hu, M., Robbins, P., Bloom's taxonomy for cs assessment (2008) ACE '08: Proceedings of the tenth conference on Australasian computing education, pp. 155-161. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Wayne, D., Gray, Neal, C., Goldberg, S.A.B., (1993) Novices and programming: Merely a difficult subject (why?) or a means to mastering metacognitive skills? (review of the book studying the novice programmer), 9 (1), pp. 131-140; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An australasian study of reading and comprehension skills in novice programmers, using the bloom and solo taxonomies (2006) ACE '06: Proceedings of the 8th Austalian conference on Computing education, pp. 243-252. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia},
correspondence_address1={Shuhidan, S.; School of Computer Science and Information Technology, PO Box 2476V, Melbourne 3001, Australia; email: shuhaida.mohamedshuhidan@rmit.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lister200893,
author={Lister, R. and Box, I.},
title={A citation analysis of the ACE2005 - 2007 proceedings, with reference to the June 2007 CORE conference and journal rankings},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={93-102},
note={cited By 5; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869135194&partnerID=40&md5=68ad8cd290608a17714dabd694996c4d},
affiliation={Faculty of Information Technology, University of Technology, Jones St. Broadway, Sydney, NSW 2007, Australia},
abstract={This paper compares the CORE rankings of computing education conferences and journals to the frequency of citation of those journals and conferences in the ACE2005, 2006 and 2007 proceedings. The assumption underlying this study is that citation rates are a measure of esteem, and so there should be a positive relationship between citation rates and rankings. The CORE conference rankings appear to broadly reflect the ACE citations, but there are some inconsistencies between citation rates and the journal rankings. The paper also identifies the most commonly cited books in these ACE proceedings. Finally, in the spirit of "Quis custodiet ipsos custodes?" the paper discusses some ways in which the CORE rankings process itself might in future be made more transparent and open to scholarly discourse. © 2008, Australian Computer Society, Inc.},
keywords={Citation analysis;  Research quality framework},
keywords={Citation analysis;  Computing education;  Journal rankings;  Research quality, Information analysis, Education},
references={(2007) Policy on Pre-Publication Evaluation, , http://www.acm.org/pubs/prepub_eval.html, ACM, [Accessed October 2007]; (2007), http://www.core.edu.au/, CORE Computing Research and Education, [Accessed October 2007]; (2007), http://www.dest.gov.au/sectors/research_sector/policies_issues_reviews/key_issues/research_quality_framework/#RQF_Implementation_2007, DEST Research Quality Framework: Assessing the quality and impact of research in Australia., [Accessed Oct. 2007]; Impagliazzo, J., (2007), 39 (2), p. 7. , Message from the editor. SIGCSE Bulletin; Valentine, D., (2004) CS educational research: a metaanalysis of SIGCSE technical symposium proceedings, pp. 255-259. , In proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education (Norfolk, Virginia, USA, March 3-7). SIGCSE '04. ACM Press, New York, NY},
correspondence_address1={Lister, R.; Faculty of Information Technology, Jones St. Broadway, Sydney, NSW 2007, Australia; email: raymond@it.uts.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Strazdins2008137,
author={Strazdins, P.},
title={Applying the community of practice approach to individual IT projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={137-146},
note={cited By 2; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869103815&partnerID=40&md5=4343786554054e02b4483f75963cef93},
affiliation={Australian National University, Australia},
abstract={This paper reports a study of utilizing the action research educational method to the application and evaluation of the Community of Practice (CoP) principle to individual postgraduate project courses in IT at the Australian National University. Two CoPs were formed, comprising the students enrolled in research and implementation project courses and the project co-ordinator (the author) of the first semesters of 2006 and 2007. The 7 students in the 2006 CoP were predominantly local students, whereas the 10 in the 2007 CoP were almost all international students, having significantly different language and cultural backgrounds. The action research method was applied over two phases each semester, the first in weeks 1-7 (involving 5 meeting sessions), and the second in weeks 10-15 (involving 4 meeting sessions), and also between semesters. Data for evaluation includes student feedback (including an entry and exit survey, and anecdotal remarks), observation of the CoPs, and evaluation of student performance in relevant aspects of their project work. The results of the evaluation indicate that the CoP approach, combined with the action research method, was very effective in teaching research skills and significantly improved the students' project experience. There was consistent evidence of desirable group behavior emerging, including the establishment of a mutually supporting environment. Even through the projects were individual, the commonality of learning research skills and peer feedback was sufficient to establish a cohesive and effective community. A number of design principles and factors that are important to achieve positive results are identified. While this was a limited trial of the approach, we feel that it is promising to apply to technical student projects in other areas, and it is a valuable approach in supporting researchbased education. © 2008, Australian Computer Society, Inc.},
keywords={Action research;  Australian National University;  Community of practice;  Cultural backgrounds;  Design Principles;  Group behavior;  Implementation projects;  IT project;  Local students;  Peer feedback;  Postgraduate projects;  Project experiences;  Project work;  Research skills;  Student feedback;  Student performance;  Student project, Information technology;  Research, Students},
references={Boud, D., Sustainable Assessment: assessment for the learning society (2000) Studies in Continuing Education, 22 (2); Reinventing Undergraduate Education: A Blueprint for America's Research Universities (1998), http://naples.cc.sunysb.edu/Pres/boyer.nsf, Boyer Commission; Carr, W., Kemmis, S., (1986) Becoming Critical: Education, Knowledge and Action Research, , Falmer Press; Collins, A., Brown, J.S., Hollum, A., Cognitive Apprenticeship: Making Thinking Visible (1991) American Educator; Creswell, J., (2002) Educational Research: Conducting and Evaluating Quantitative and Qualitative Research, , Pearson Education; Hildreth, P., Kimble, C., (2004) Knowledge Networks: Innovation through Communities of Practice, , eds Idea Group Publishing; Johnson, C.M., A survey on current research on online communities of practice (2001) Internet and Higher Education, (4), pp. 45-60; Kember, D., (2000) Action Learning and Action Research: Improving the quality of teaching and learning, , Kogan Page; Moon, J., Reflective Writing - some initial guidance for students (2006), http://www.services.ex.ac.uk/cas/employability/students/reflective.htm; Polkinghorne, D., Phenomenological Research Methods (1989) Existential-Phenomenological Perspectives in Psychology, pp. 3-16. , R. Valle & S. Halling, eds, Plenum; Rogers, J., Communities of Practice: A framework for fostering coherence in virtual communities (2000) Educational Technology & Society, 3 (3); Rohde, M., Klamma, R., Wulf, V., Establishing Communities of Practice among Students and Start-Up Companies (2005) Computer Supported Collaborative Learning; Strazdins, P., Masters Projects CoP web page (2007), http://cs.anu.edu.au/Peter.Strazdins/MastersCoP; (2005), info.anu.edu.au/DiscoverANU/UniversitywidePublications/media/ANUto2005.pdf, The Australian National University 'A Plan for the Management of Education at ANU to 2006'; Toohey, S., (1999) Designing Courses for Higher Education, , 2nd edn, Society for Research into Higher Education & Open University Press; Tyson, T., (1998) Working with Groups, , 2nd edn, MacMillan Education Australia; Wenger, E., (1998) Communities of Practice: Learning, meaning and identity, , Cambridge University Press; Zobel, J., (2004) Writing for Computer Science, , 2nd edn, Springer-Verlag},
correspondence_address1={Strazdins, P.; Australian National UniversityAustralia; email: Peter.Strazdins@cs.anu.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Hauer200885,
author={Hauer, A. and Daniels, M.},
title={A learning theory perspective on running open ended group projects (OEGPs)},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={85-91},
note={cited By 25; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869102630&partnerID=40&md5=116de1449e28e8cdbfa4e290e558bfbd},
affiliation={Department of Information technology, Uppsala University, PO Box 337, 751 05 Uppsala, Sweden},
abstract={One of the most important questions for an educator is how best to help students learn, and another is of course what they should learn. We will address both these questions from a learning theory perspective in the context of Open Ended Group Projects (OEGPs). We argue that OEGPs provide a useful tool for instructors to reach towards higher order thinking skills in students. The intent of this paper is to inspire readers to also consider the general learning objectives of an engineering education programme and build on learning theories in setting up a learning environment using an OEGP structure. We argue that OEGPs are a suitable structure to develop knowledge and problem solving skills to deal with real-world problems in the future professional lives of engineering students. © 2008, Australian Computer Society, Inc.},
keywords={Ill-structured problem solving;  Open ended problems;  Professional skills;  Real-world problems;  Situated cognition;  Theories of learning},
keywords={Ill-structured problem solving;  Open-ended problems;  Professional skills;  Real-world problem;  Situated cognition;  Theories of learning, Computer aided instruction, Students},
references={Barab, S.A., Duffy, T.M., From practice fields to communities of practice (2000) Theoretical Foundations of Learning Environments, pp. 25-56. , eds. Jonassen, D, H and Land, S, M, Lawrence Erlbaum Ass. Inc; Brown, J.S., Collins, A., Daguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18 (1), pp. 32-42; Bryant, S., Forte, A., Bruckman, A., Becoming Wikipedian: Transformation of participation in a collaborative online encyclopedia (2005) Proceedings of GROUP International Conference on Supporting Group Work, pp. 1-10; Chen, C.-H., Ge, X., The design of a webbased cognitive modeling system to support ill-structured problem solving (2006) British Journal of Educational Technology, 37 (2), pp. 299-302; (2001) Computer Science, , Computing Curricula ACM and IEEE, 2001; Daniels, M., Barker, L., Cajander, A., Laxer, C., Moore, D., Managing cross-cultural differences in an open ended group project course (2005) IEEE Frontiers in Education conference, , IEEE, T4D22-23; Daniels, M., Hauer, A., Balancing Scaffolding and Complexity in Open Ended Group Projects (OEGPs) (2007) IEEE Frontiers in Education conference. F2G-1-2; Daniels, M., Petre, M., IT in Society: a Multi-Disciplinary Course (1999) IEEE Frontiers in education conference. 13a1:21; Davidson, J.E., Sternberg, R.J., (2003) The psychology of problem solving, , Cambridge University Press; Engeström, Y., Developmental studies of work as a testbench of activity theory: The case of primary care medical practice (1993) Understanding practice: Perspectives on activity and context, , In S. Chaiklin and J. Lave (Eds.), Cambridge, England: Cambridge University Press; Faulkner, X., Daniels, M., Newman, I., The Open Ended Group Project: A way of including diversity in the IT curriculum (2006) Diversity in Information Technology Education: Issues and controversies, pp. 166-195. , ed. Trajkovski, G., Information Science Publishing; Hong, N.S., McGee, S., Howard, B.C., The effect of multimedia learning environments on wellstructured and ill-structured problem-solving skills (2000) American Educational Research Association, , New Orleans; Jonassen, D.H., Instructional design models for well-structured and ill-structured problem-solving learning outcomes (1997) Educational technology Research and Development, 45 (1), pp. 65-94; Jonassen, D.H., Revisiting Activity Theory as a Framework for Designing Student-Centered Learning Environments (chapter 4) (2000) Theoretical Foundations of Learning Environments. London: Lawrence Erlbaum Associates Publishers, , In D. H. Jonassen, & S. M. Land (Eds.); Jonassen, D.H., Using cognitive tools to represent problems (2003) Journal of Research on Technology in Education, 35 (3); Kessels, J.W.M., Poell, R.F., Andragogy and Social Capital Theory: The Implications for Human Resource Development (2004) Advances in Developing Human Resources, 6 (2), pp. 146-157; Kester, L., Kirschner, P.A., van Merriënboer, J.J.G., The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving (2005) British Journal of Educational Psychology, 75 (1), pp. 71-85; Kirschner, P.A., Sweller, J., Clark, R.E., Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiental, and inquirybased teaching (2006) Educational Psychologist, 41 (2), pp. 75-86; Lloyd, M.M., Albion, P., Mistaking the Tool for the Outcome: Using Activity System Theory to understand the Complexity of Teacher Technophobia (2005) Proceedings Society for Information Technology and Teacher Education International Conference (SITE) 2005, pp. 1480-1487. , Phoenix, Arizona, In Crawford, Caroline and Willis, Dee Anna and Carlsen, Roger, Eds; Pears, A., Larzon, L.-A., Encouraging deep learning using student reflections: A case study (2006) Proceedings of the 6th Baltic Sea Conference on Computing Education Research, , Uppsala University, Uppsala, Sweden; Reitman, W.R., (1965) Cognition and thought; an information-processing approach, , Wiley; Simon, H.A., (1977) Models of discovery: And other topics in the methods of science, , D. Reidel Publishing Co; Simon, H.A., (1979), Models of thought, Yale University Press; Simon, H.A., (1996) The sciences of the artificial, , 3rd ed., MIT Press; Sweller, J., Cognitive load during problem solving: Effects on learning (1988) Cognitive Science: A Multidisciplinary Journal, 12 (2), pp. 257-285; Wenger, E., (1998) Communities of practice: Learning, meaning, and identity, , Cambridge University Press; Vygotsky, L., (1978) Mind in society: The development of higher psychological processes, , Cambridge University Press; Xun, G., Land, S.M., A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interaction (2004) Educational technology Research and Development, 52 (2), pp. 5-22; Yang, B., Toward a Holistic Theory of Knowledge and Adult Learning (2003) Human Resource Development Review, 2 (2), pp. 106-129; Yang, B., Holistic Learning Theory and Implications for Human Resource Development (2004) Advances in Developing Human Resources, 6 (2), pp. 241-262},
correspondence_address1={Hauer, A.; Department of Information technology, PO Box 337, 751 05 Uppsala, Sweden; email: Amie.Hauer@it.uu.se},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{vonKonsky2008171,
author={von Konsky, B.R. and Ivins, J.},
title={Assessing the capability and maturity of capstone software engineering projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={171-182},
note={cited By 1; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869101346&partnerID=40&md5=bcdc11f12b390594b6385942dd26414e},
affiliation={Digital Ecosystems for Business Intelligence Institute, Curtin University of Technology, GPO Box U1987, Perth, WA 6845, Australia},
abstract={This paper describes an approach for assessing the capability and maturity of undergraduate software engineering projects. The approach is based on a simple adaptation of the Capability Maturity Model ® Integration and a hybrid version of the Team Software Process (TSPi). The approach was evaluated using 6 capstone project teams comprising 23 undergraduate software engineering students. A capability and maturity baseline was established at the end of first semester. A second capability and maturity assessment was undertaken towards the end of second semester. The approach was shown to focus student attention on process improvement and on the attainment of realistic and measurable project management goals. The approach was also found to contribute to the development of teamwork and leadership skills, and to prepare students for professional practice. © 2008, Australian Computer Society, Inc.},
keywords={Capability maturity model;  Capstone project;  Process improvement},
keywords={Capability maturity models;  Capstone projects;  Leadership skills;  Process Improvement;  Professional practices;  Software engineering projects;  Team software process;  Undergraduate software engineering, Project management;  Software engineering, Students},
references={Basili, V.R., Rombach, H.D., The Tame Project: towards improvement-oriented software environments (1988) IEEE Trans. On Software Engineering, 14 (6), pp. 758-773. , 1988; Chrissis, M.B., Konrad, M., Shrum, S., (2003) CMMI ® Guidelines for Process Integration and Product Improvement, , Sydney, Addison-Wesley, ISBN 0321154967; Clark, N., Evaluating student teams developing unique industry projects (2005) Proc. Seventh Australasian Computing Education Conference (ACE2005), Conferences in Research and Practice in Information Technology, 42, pp. 21-30. , Newcastle, Australia, Young, A. and Tolhurst, D., Eds., ACS; (2001), http://www.sigcse.org/cc2001/, IEEE/ACM (2001): Computing Curricula 2001, Computer Science, Joint Task Force on Computing Curricula of the IEEE Computer Society and the ACM. Accessed 11 Aug 2007; Herbert, N., Wang, Z., Student timesheets can aid in curriculum coordination (2007) Proc. Ninth Australasian Computing Education Conference (ACE 2007), pp. 73-80. , Ballarat, Australia. CRPIT, 66. Mann, S. and Simon, Eds., ACS; Humphrey, W.S., (1999) Introduction to the Team Software Process, , The SEI Series in Software Engineering, Addison-Wesley, ISBN 020147719X; Humphrey, W.S., (2000) Introduction to the Personal Software Process, , The SEI Series in Software Engineering, Addison Wesley, ISBN 0-201-54809-7; Jarvinen, J., Perklen, E., Kaila-Stenberg, S., Hyvarinen, E., Hyytiainen, S., Tornqvist, J., PDCAcycle in implementing design for environment in an R & D unit of Nokia Telecommunications (1998) Proc IEEE International Symposium on Electronics and the Environment, pp. 237-242. , Oak Brook, USA; von Konsky, B.R., Robey, M., Case Study: GQM and TSP in a software engineering capstone project (2005) Proc. 18th Conference on Software Engineering Education and Training (CSEE&T 2005), , April 18-20, 2005, Ottawa, Canada, ISBN 0-7695-2324-2; Weiss, D.M., Bennett, D., Payseur, J.Y., Tendick, P., Zhang, P., Goal-oriented software assessment (2002) Proc. 24th International Conference on Software Engineering, pp. 221-231. , Orlando, USA ACM Press},
correspondence_address1={von Konsky, B.R.; Digital Ecosystems for Business Intelligence Institute, GPO Box U1987, Perth, WA 6845, Australia; email: B.vonKonsky@acsmail.net.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lister20083,
author={Lister, R.},
title={After the gold rush: Toward sustainable scholarship in computing},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={3-17},
note={cited By 13; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956439733&partnerID=40&md5=5c642092309c140babe0e5a9d6877a59},
affiliation={Faculty of Information Technology, University of Technology, Sydney, Australia},
abstract={In just thirty years, we have gone from punched cards to Second Life. But, as the American National Science Foundation (NSF) recently noted, "undergraduate computing education today often looks much as it did several decades ago" (NSF, 2006). Consequently, today's "Nintendo Generation" have voted with their feet. We bore them. The contrast between the changes wrought via computer research over the last 30 years, and the failure of computing education to adapt to those changes, is because computing academics lead a double life. In our research lives we see ourselves as part of a community that reaches beyond our own university. We read literature, we attend conferences, we publish, and the cycle repeats, with community members building upon each other's work. But in our teaching lives we rarely discuss teaching beyond our own university, we are not guided by any teaching literature; instead we simply follow our instincts. Academics in computing, or in any other discipline, can approach their teaching as research into how novices become experts. Several recent multi-institutional research collaborations have studied the development of novice programmers. This paper describes some of the results from those collaborations. The separation of our teaching and research lives diminishes not just our teaching but also our research. The modern practice of stripping away all 'distractions' to maximize research output is like the practice of stripping away rainforest to grow beef - both practices appear to work, for a little while, but not indefinitely. Twenty-first century academia needs to bring teaching and research together, to form a scholarship of computing that is an integrated, sustainable, ecological whole. © 2008, Australian Computer Society, Inc.},
keywords={Action research;  Discipline-based education research;  Scholarship of teaching and learning},
keywords={Action research;  Computer research;  Computing education;  Education research;  Gold rush;  National Science Foundations;  Nintendo;  Novice programmer;  Punched cards;  Research collaborations;  Second Life;  Teaching and learning;  Teaching and researches;  Teaching-as-research, Interactive computer graphics;  Teaching, Research},
references={Adelson, B., When novices surpass experts: The difficulty of a task may increase with expertise (1984) Journal of Experimental Psychology: Learning, Memory, and Cognition, 10 (3), pp. 483-495; American College of Cardiology. What Is Evidence-Based Medicine? (2007), http://www.acc.org/qualityandscience/quality/evidence.htm, [Accessed October]; (2007) Official Committee Hansard SENATE: STANDING COMMITTEE ON EMPLOYMENT, , http://www.aph.gov.au/Hansard/senate/commttee/S9945.pdf, Australian Government, WORKPLACE RELATIONS AND EDUCATION ESTIMATES (Additional Budget Estimates). February 14, 2007; Bain, K., (2004), What the Best College Teachers Do. Cambridge, Mass.: Harvard University Press; Bowden, J., Marton, F., (1998) The University of Learning: Beyond Quality and Competence in Higher Education, , London: Kogan Page; Boyer, E., (1990) Scholarship Reconsidered: Priorities of the Professoriate, , Princeton, New Jersey: Princeton University Press: The Carnegie Foundation for the Advancement of Teaching; Brookfield, S., (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass; Bruner, J., (1996) The Culture of Education, , Harvard University Press; Bush, V., (1945) As We May Think, , Atlantic Monthly, July; Carr, W., Kemmis, S., (1986) Becoming critical: education knowledge and action research, , Lewes: Falmer Press; Chase, W.C., Simon, H.A., Perception in chess (1973) Cognitive Psychology, 4, pp. 55-81; Chi, M.T.H., Glaser, R., Farr, M.J., (1998) The nature of expertise, , Hillsdale, NJ, Lawrence Erlbaum Associates; Clark, B., The modern integration of research activities with teaching and learning (1997) The Journal of Higher Education, 68. , 3 (May/Jun); Clear, T., Edwards, J., Lister, R., Simon, B., Thompson, E., Whalley, J., (2008) The Teaching of Novice Computer Programmers: Bringing the Scholarly- Research Approach to Australia, , 10th Australasian Computing Education Conference (ACE2008). Wollongong, Australia. January 22- 25; Corritore, C., Wiedenbeck, S., What Do Novices Learn During Program Comprehension? (1991) Int. J. of Human-Computer Interaction, 3 (2), pp. 199-222; Dickson, P., (2001) Sputnik: The Shock of the Century, , Walker Publishing Co, USA; Ericsson, K., Smith, J., (1991) Toward a General Theory of Expertise: Prospects and Limits, , Cambridge University Press, England; Flannery, T., (1994) The future eaters: an ecological history of the Australasian lands and people, , Sydney: Reed Books; New York: G. Braziller; Gruba, P., Moffat, A., Søndergaard, H., Zobel, J., (2004) What drives curriculum change?, 57, pp. 109-117. , Proceedings of the Sixth Conference on Australasian Computing Education - Volume 30 (Dunedin, New Zealand). R. Lister and A. Young, Eds. ACM International Conference Proceeding Series, Australian Computer Society, Darlinghurst, Australia; Kirschner, P.A., Sweller, J., Clark, R.E., Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) Educational Psychologist, 41 (2), pp. 75-86. , http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf, [Accessed October 2007]; Kreber, C., Controversy and consensus on the scholarship of teaching (2002) Studies in higher education, 27 (2), pp. 151-167; Lewis, T., Smith, W., The Computer Science Debate: It's a Matter of Perspective (2005) SIGCSE Bulletin, 37 (2), pp. 80-84. , (June 2005); Lister, R., Leaney, J., (2003) First Year Programming: Let All the Flowers Bloom, pp. 221-230. , http://crpit.com/confpapers/CRPITV20Lister.pdf, Fifth Australasian Computing Education Conference (ACE2003). Adelaide, Australia. February 4-7; Lister, R., Leaney, J., (2003) Introductory Programming, Criterion Referencing, and Bloom, pp. 143-147. , 34th Technical Symposium on Computer Science Education (SIGCSE 2003), Reno, Nevada USA, February 19-23, 2003; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150. , (December); Lister, R., (2005) One Small Step Toward a Culture of Peer Review and Multi-Institutional Sharing of Educational Resources: A Multiple Choice Exam for First Semester Programming Students, pp. 155-164. , http://crpit.com/confpapers/CRPITV42Lister.pdf, Seventh Australasian Computing Education Conference (ACE2005). Newcastle, Australia. January 31 - February 3; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., (2006) Not seeing the forest for the trees: novice programmers and the SOLO taxonomy, pp. 118-122. , Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education. (Bologna, Italy, June 26 - 28, 2006). ITiCSE '06. ACM Press, New York, NY; Lister, R., Berglund, A., Clear, T., Bergin, J., Garvin-Doxas, K., Hanks, B., Hitchner, L., Whalley, J., Research Perspectives on the Objects-Early Debate (2006) SIGCSE Bulletin, 38 (4), pp. 173-192. , (December); Lister, R., (2007) The Neglected Middle Novice Programmer: Reading and Writing without Abstracting, , In the proceedings of the 20th Annual Conference of the National Advisory Committee on Computing Qualifications, NACCQ, Port Nelson, New Zealand},
correspondence_address1={Lister, R.; Faculty of Information Technology, , Sydney, Australia; email: raymond@it.uts.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lutteroth2007107,
author={Lutteroth, C. and Luxton-Reilly, A. and Dobbie, G. and Hamer, J.},
title={A maturity model for computing education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={107-114},
note={cited By 26; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869135777&partnerID=40&md5=1dd2ed0972ed936da503ce767bc6cd41},
affiliation={Department of Computer Science, The University of Auckland, 38 Princes Street, Auckland 1142, New Zealand},
abstract={We propose a maturity model for computing education which is inspired by the Capability Maturity Model (CMM) used in software engineering. Similar to CMM, the Computing Education Maturity Model (CEMM) can be used to rate educational organisations according to their capability to deliver highquality education on a five level scale. Furthermore, CEMM can be used in order to improve an institution's capability by implementing the best practises and organisational changes it describes. © 2007, Australian Computer Society, Inc.},
keywords={CMM;  Education;  Maturity;  Quality},
keywords={Capability maturity models;  CMM;  Computing education;  High quality;  Maturity;  Maturity model;  Organisational change, Image quality;  Software engineering, Education},
references={Abran, A., Bourque, P., Dupuis, R., Moore, J., (2004) Guide to the Software Engineering Body of Knowledge-SWEBOK, , IEEE Press; Cerbin, W., The course portfolio as a tool for continuous improvement of teaching and learning (1994) Journal on Excellence in College Teaching, 5 (1), pp. 95-105; Chrissis, M., Broekman, B., Shrum, S., Konrad, M., (2003) CMMI: Guidelines for Process Integration and Product Improvement, , Addison-Wesley Professional; Curtis, B., Hefley, W.E., Miller, S.A., (2001) People Capability Maturity Model (P-CMM) Version 2.0, , Addison-Wesley Professional; Frailey, D., Mason, J., Using SWEBOK for education programs in industry and academia (2002) CSEE&T'02: Proceedings of the 15rd Conference on Software Engineering Education and Training, pp. 6-10. , IEEE Press; Harris, A., 'Effective teaching: a review of the literature (1998) School Leadership & Management, 18 (2), pp. 169-183; Institute, S.E., (1995) The Capability Maturity Model: Guidelines for Improving the Software Process, , Addison-Wesley Professional; (1998) Software process assessment, , ISO/IEC Technical Report TR 15504:1998, ISOSPICE; Jalote, P., Needed: a capability maturity model for engineering education (2003) The Economic Times India; Kajko-Mattsson, M., Forssander, S., Olsson, U., Corrective maintenance maturity model (CM3): maintainer's education and training (2001) ICSE'01: Proceedings of the 23rd International Conference on Software Engineering, pp. 610-619. , IEEE Press; Kruchten, P., What is the rational unified process? (2001), Technical report, Rational Software Canada; Marshall, S., Mitchell, G., An e-learning maturity model (2002) Proceedings of EDUCAUSE'02: 19th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education; Marshall, S., Mitchell, G., Potential indicators of e-learning process capability (2003) Proceedings of EDUCAUSE'03: 20th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education; Marshall, S., Mitchell, G., Applying SPICE to e-learning: an e-learning maturity model? (2004) 'ACE'04: Proceedings of the Sixth Conference on Australasian Computing Education, pp. 185-191. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Marshall, S., Mitchell, G., E-learning process maturity in the New Zealand tertiary sector (2005) Proceedings of EDUCAUSE'05: 22th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education; Neuhauser, C., A maturity model: Does it provide a path for online course design? (2004) The Journal of Interactive Online Learning, 3 (1); Neuhauser, C., A five-step maturity model for on-line course design (2005) Proceedings of the 19th Annual Conference on Distance Teaching and Learning; Reeves, J., Hugo, K., Heussner, R., Hala, A., Sarlioghu, B., Bialek, S., Courter, S., Course portfolios: A systematic mechanism to document teaching and learning (1998) Proceedings of the 28th ASEE/IEEE Frontiers in Education Conference, , IEEE Tempe, AZ; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Schön, D.A., (1987) Educating the reflective practitioner: toward a new design for teaching and learning in the professions, , Jossey-Bass, San Francisco; Seldin, P., (2004) The teaching portfolio: a practical guide to improved performance and promotion/tenure decisions, , 3rd edn, Anker Pub. Co., Bolton, Mass},
correspondence_address1={Lutteroth, C.; Department of Computer Science, 38 Princes Street, Auckland 1142, New Zealand; email: lutteroth@cs.auckland.ac.nz},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Goldweber200611,
author={Goldweber, M. and Bergin, J. and Lister, R. and McNally, M.},
title={A comparison of different approaches to the introductory programming course},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={11-13},
note={cited By 2; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869077186&partnerID=40&md5=96b8fc2677a88ca65ba0a888d6272a25},
affiliation={Xavier University, Cincinnati, OH, 45207, United States; Pace University New York, New York, NY, 10038, United States; University of Technology, Sydney, NSW 2007, Australia; Alma College Alma, Michigan, 48801, United States},
keywords={Introductory programming environments;  Microworlds;  Robotics},
references={Barnes, D., Teaching introductory Java through lego mindstorm models (2002) ACM SIGCSE Bulletin, 34 (1); Bergin, J., Stehlik, M., Roberts, M., Pattis, J., (2005) Karel J. Robot: A gentle introduction to the art of object oriented programming, , http://csis.pace.tdu/beryin/KarelJava2ed/K, Accessed 18 Aug 2005. URL:; Cooper, S., Daim, W., Pausch, R., Teaching objects-first in introductory computer science (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education; Kay, J., Teaching robotics from a computer science perspective (2003) Journal of Computing Sciences in Colleges, 19 (2); Klassner, F., Lawhead, P., McNally, M., (2005) LMICSE: Lego mindstorms in computer science education project, , http://www.mcs.alma.edu/LMICSE, Accessed 18 Aug 2005. URL:; Lawhead, P., Bland, C., Barnes, D., Duncan, M., Goldweber, M., Holh'ngsworth, R., Schep, M., A road map for teaching introductory programming using lego mindstorms robots (2003) ACM SIGCSE Bulletin, 35 (2); Lister, R., Teaching Java first: Experiments with a pigs-early pedagogy (2004) Sixth Australasian Computing Education Conference (ACE2004); (2005) Stage3 Research Group, , www.,http://www.altce.org/, Alice: Free, easy, interactive 3d graphics for the Accessed 18 Aug 2005. URL:},
correspondence_address1={Goldweber, M.; Xavier University, United States; email: mikeyg@cs.xu.edu},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Kildare2006101,
author={Kildare, R. and Williams, R.N. and Hartnett, J.},
title={An online tool for learning collaboration and learning while collaborating},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={101-108},
note={cited By 3; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869071174&partnerID=40&md5=1f2105f42a249b4a0d8e5e825b7bf6a0},
affiliation={School of Computing, University of Tasmania, Launceston, TAS, Australia; School of Computing, University of Tasmania, Sandy Bay, TAS, Australia},
abstract={Individuals are increasingly required to join as teams to complete online tasks. This impacts education in three ways. Firstly teachers increasingly set collaborative online tasks for students when teaching curriculum. Secondly individuals need to learn online collaboration skills. Finally, collaborative knowledge creation and innovation can occur when team members take risks. Educationally sound software must promote a psychologically secure environment. Software currently available for online learning and collaboration is predominantly task-based and does not support personal and social aspects of team interaction. Computer Supported Collaborative Learning (CSCL) and Computer Supported Collaborative Work (CSCW) communities are actively researching team interaction. Time Interaction and Performance (TIP) theory, while providing some framework for understanding interaction, does not recognise the unpredictability of team processes. This paper describes software which is hypothesised to support the education and performance of online team members. The software captures democratically created symbolic interaction rules and monitors indicators of the team's interaction. If the conditions are met for the rules to fire, the software enacts the rule consequent. The software, based on a model-free expert system, will accommodate emergent team interaction patterns and provide evolutionary, analytical feedback to both team members and researchers. Constructivist principles of activity and metacognition underlie the validity of this as an educational tool. © 2006, Australian Computer Society, Inc.},
keywords={Collaborative learning;  Complex systems;  Conflict;  Data mining;  Expert systems;  Knowledge creation;  Trust;  Virtual teams},
keywords={Collaborative learning;  Conflict;  Knowledge creations;  Trust;  Virtual team, Computer supported cooperative work;  Curricula;  Data mining;  Education computing;  Expert systems;  Large scale systems;  Social aspects, E-learning},
references={Abukuma, M., Weberian Sociology of Religion Max Weber's Texts: Sociology of Cmmunity, , http://www.ne.jp/asahi/moriyuki/abukuma/weber/society/soci_comm/index.htm, accessed: August 2004]; Anderson, C., Franks, N.R., (2004) Teamwork in Animals, Robots and Humans, Advances in the Study of Behaviour, 33, pp. 1-48; Armstrong, D.J., Bill, P.E., Virtual Proximity, Real Teams (2002) in Distributed Work, pp. 187-191. , Hinds, P. & Kiesler, S. (eds), Massachusetts Institute of Technology, Cambridge, Massachusetts; Arrow, H., McGrath, J.E., Behrdal, J., (2000) Small Groups as Complex Systems: Formation, Coordination, , Development and Adaptation, Sage Publications, Thousand Oaks, California; Aviv, R., Erlich, Z., Ravid, G., Geva, A., Network Analysis of Knowledge Construction in Asynchronous Learning Networks (2003) Journal of Asynchronous Learning Networks, 7 (3), pp. 1-23; Baker, D.P., Salas, E., Principles for Measuring Teamwork: A Summary Look Toward the Future (1997) Team Performance Assessment and Measurement: Theory, Methods and Applications, pp. 331-355. , Brannick, M. T., Salas, E. & Prince, C. (eds), Lawrence Ehrlbaum Associates, New Jersey; Brannick, M.T., Salas, E., Prince, C., (1997) Team Performance Assessment and Measurement: Methods and Applications, , Lawrence Ehrlbaum Associates, New Jersey; Carell, A., Herrmann, T., Kienle, A., Menold, N., Improving the Coordination of Collaborative Learning with Process Models (2005) Computer Supported Collaborative Learning 2005, pp. 18-27. , eds Koschmann, T., D.Suthers & T.W.Chan, Lawrence Erlbaum Associates, Taipei, Taiwan; Chernobilsky, E., Nagarajan, A., E Hmelo-Silver, C., Problem-Based Learning Online: Multiple Perspectives on Collaborative Knowledge Construction (2005) Computer Supported Collaborative Learning 2005, pp. 53-62. , eds Koschmann, T., D.Suthers & T.W.Chan, Lawrence Erlbaum Associates, Taipei, Taiwan; Crampton, C.D., Attribution in Distributed Work Groups (2002) Distributed Work, pp. 191-212. , Hinds, P. & Kiesler, S. (eds), Massachusetts Institute of Technology, Cambridge, Massachusetts; Dimitracopoulou, A., Designing Collaborative Learning Systems: Current Trends & Future Research Agenda (2005) Computer Supported Collaborative Learning 2005, pp. 115-124. , eds Koschmann, T., D.Suthers & T.W.Chan, Lawrence Erlbaum Associates, Taipei, Taiwan; Eleuterio, M.A., Bortolozzi, F., Kaestner, C.A., The Roles of Ontologies in Collaborative Virtual Learning Environments (2000) European Conference on Artificial Intelligence 2000, pp. 31-35. , ed. Horn, W., I.O.S. Press, Berlin, Germany; Ertl, B., Kopp, B., Mandl, H., Effects of an Individual's Prior Knowledge on Collaborative Knowledge Construction and Individual Learning Outcomes in Videoconferencing (2005) Computer Supported Collaborative Learning 2005, pp. 145-154. , eds Koschmann, T., D.Suthers & T.W.Chan, Lawrence Erlbaum Associates, Taipei, Taiwan; Fernández, W.D., Trust and the Trust Placement Process in Metateam Projects (2004) Virtual Teams: Projects, Protocols and Processes, pp. 40-69. , Pauleen, D. J. (ed). Idea Group Publishing, Hershey, Pennsylvania; Goodchild, A., Bird, L., Hoylen, S., Using complex systems techniques to aid health software design (2005) Health Informatics Conference 2005, pp. 1-13. , eds Chu, S., Grain, H. & Wise, M., Health Informatics Society of Australia, Wellington, New Zealand 019; Hertel, T.D., Effective Virtual Teams (2004) Virtual Teams: Projects, Protocols and Processes, pp. 209-230. , Pauleen, D. J. (ed). Idea Group Publishing, Hershey, Pennsylvania; Hollingshead, A.B., Fulk, J., Monge, P., Fostering Intranet Knowledge Sharing: An Integration of Transactive Memory and Public Goods Approaches (2002) Distributed Work, pp. 335-355. , Hinds, P. & Kiesler, S. (eds), Massachusetts Institute of Technology, Cambridge, Massachusetts; Hung, Y.-T.C., Dennis, A.R., Robert, L., Trust in Virtual Teams: Towards an Integrative Model of Trust Formation (2004) 37th Hawaii International Conference on System Sciences 2004, pp. 1-11. , IEEE, Hawaii; Jarvenpaa, S.L., Leidner, D.E., Communication and trust in global virtual teams (1999) Organization Science, 10 (6), pp. 791-815; Jermann, P., Soller, A., Muehlenbrock, M., Monés, A.M., From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning (2001) First European Conference on Computer Supported Collaborative Learning, Maastricht The Netherlands, pp. 324-331; Kang, B., Compton, P., Preston, P., Multiple Classification Ripple Down Rules: Evaluation and Possibilities (1995) 9th AAAI-Sponsored Banff Knowledge Acquisition for Knowledge-Based Systems Workshop, pp. 17.1-17.20. , eds Gaines, B. & Musen, M., Banff, Canada; Kapur, M., Voiklis, J., Kinzer, C.K., Problem Solving as a Complex, Evolutionary Activity: A Methodological Framework for Analyzing Problem-Solving Processes in a Computer-Supported Collaborative Environment (2005) Computer Supported Collaborative Learning 2005, pp. 252-261. , eds Koschmann, T., D.Suthers & T.W.Chan, Lawrence Erlbaum Associates, Taipei, Taiwan; Kildare, R., Ad-hoc online teams as complex systems: agents that cater for team interaction rules (2004) The 7th Asia-Pacific Conference on Complex Systems, , Cairns, Australia; Kimble, C., Li, F., Blanchflower, A., Overcoming the Barriers to Virtual Team Working Through Communities of Practice (2001) Management Science, Research Paper; Krenjins, K., Kirschner, P.A., Group awareness widgets for enhancing social interaction in computer-supported collaborative learning environments: design and implementation (2002) Frontiers in Education, 1, pp. 14-20; McGrath, J.E., Time Interaction and Performance (TIP). A Theory of Groups (1991) Small Group Research, 22 (2), pp. 147-174; Menzies, T., Cukic, B., Coiera, E., Smaller, Faster Agent Dialogues via Conversational Probing (1999) Sixteenth National Conference on Artificial Intelligence (AIII-99), , Orlando, Florida; Murphy, P., Trust Rationality and the Virtual Team (2004) Virtual Teams: Projects, Protocols and Processes, pp. 317-343. , David J, P. (ed). Idea Group Publishing, Hershey, Pennsylvania; Neece, O.E., Factors Contributing to Knowledge Sharing and Communication in a Large Virtual Work Group (2004) Virtual Teams: Projects, Protocols and Processes, pp. 280-316. , Pauleen, D. J. (ed). Idea Group Publishing, Hershey, Pennsylvania; Ostrom, E., Governing the Commons (1990) The evolution of institutions for collective action, , Cambridge University Press, New York; http://www.phprojekt.com/, PHPROJEKT, PHProjekt- and open source groupware suite; Piccoli, G., Ives, B., Trust and the Unintended Effects of Behavior Control in Virtual Teams (2003) MIS Quarterly, 27 (3), pp. 365-395; Pinkwart, N., Herrmann, K., Checking Conditions for Graph Based Collaborative Modeling Systems (2003) AIED2003, pp. 33-35. , eds Aleven, V., Hoppe, U., Kay, J., Mizogucci, R., Pain, H., Verdejo, F. & Yacef, K., SIT, Sydney Australia; http://plone.org/, Plone, Plone Content Management System [Online], Plone Foundation, [August, 2005]; Reimann, P., How to Support Groups in Learning:More Than Problem Solving (2003) AIED2003, pp. 3-16. , eds Aleven, V., Hoppe, U., Kay, J., Mizogucci, R., Pain, H., Verdejo, F. & Yacef, K., University of Sydney, Sydney Australia; Reimann, P., Kay, J., Yacef, K., Goodyear, P., Adaptive Visualisation Support for Selfmanaged Learning Groups (2005) Artificial Intelligence in Education 2005, , I.O.S.Press, Amsterdam, Netherlands; Richards, D.C., (1998) The Reuse of Knowledge in Ripple Down Rule Knowledge Based Systems, , PhD., University of NSW; Serrano, M.T.E., Cantu, A.G., Vila, I.M., Problem-solving: Evaluative study of three pedagogical approaches in Mexican Schools (2003) Electronic Journal of Research in Educational Psychology, 2 (1), pp. 79-96; Simmel, G., Bottomore, T., Frisby, D., (1978) The Philosophy of Money, , Routlege & Keegan Paul Ltd, Boston, Massachusetts; Sintchenko, V., Coiera, E.W., Which clinical decisions benefit from automation? (2003) A task complexity approach, International Journal of Medical Informatics, 70, pp. 309-316; Suryanto, H., (2004) Learning and Discovery in Incremental Knowledge Acquisition: Ripple Down Rules, , PhD, University of N.S.W; Tompson, G.H., The Role of Top Management Team Conflict.A Redistribution of Power (1997) Electronic Journal of Radical Organisation Theory, 2; Ulicsak, M.H., Analysis and Modelling of Collaborative Learning Interactions: Research Summary (2000) European Conference on Artificial Intelligence 2000, pp. 9-17. , ed. Horn, W., I.O.S. Press, Berlin, Germany; Zumbach, J., Schönemann, J., Reimann, P., Analyzing and Supporting Collaboration in Cooperative Computer-Mediated Communication (2005) Computer Supported Collaborative Learning 2005, pp. 758-767. , eds Koschmann, T., D.Suthers & T.W.Chan, Lawrence Erlbaum Associates, Taipei, Taiwan},
correspondence_address1={Kildare, R.; School of Computing, , Launceston, TAS, Australia; email: rkildare@utas.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Bower200645,
author={Bower, M.},
title={A learning system engineering approach to developing online courses},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={45-54},
note={cited By 3; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869049638&partnerID=40&md5=1e7fae500c67f4ca24f1a53cdd4bd620},
affiliation={Postgraduate Professional Development Programs, Macquarie University, Macquarie, NSW, 2109, Australia},
abstract={The purpose of this paper is twofold. First, to present the systematic "Learning System Engineering" approach adopted by Macquarie University to constructing a new online Graduate Diploma of Information Technology. Second, to present the pedagogical and technological research and development that resulted from implementation of the Learning System Engineering cycle. Emphasis is placed upon the application of technologies to learning. It is intended that sharing the experience gained in both the development of the Learning System Engineering approach and the decisions made as a result of its implementation will be of value to other institutions embarking on similar projects. © 2006, Australian Computer Society, Inc.},
keywords={Curriculum engineering;  Learning design;  Online learning;  Online technology},
keywords={Learning designs;  Online course;  Online learning;  Online technology;  Research and development, Curricula;  E-learning;  Information technology;  Learning systems;  Systems engineering;  Teaching, Engineering education},
references={Aharoni, D., Cogito, Ergo sum! cognitive processes of students dealing with data structures (2000) Proceedings of the thirty-first SIGCSE technical symposium on Computer science education, pp. 26-30; Allan, V.H., Kolesar, M.V., Teaching Computer Science: A Problem Solving Approach that Works. Proc Call of the North, NECC '96 (1996) Proceedings of the Annual National Educational Computing Conference, pp. 2-9. , (17th, Minneapolis, Minnesota, June 11-13, 1996); Bandura, A., (1977) Social Learning Theory, , General Learning Press, New York; Bonar, J., Soloway, E., (1989) Studying the Novice Programmer, pp. 325-353. , (Eds, Soloway, E. and Spoher, J. C.) Lawrence Erlbaum, Hillsdale, NJ; Bower, M., Richards, D., The Impact of Virtual Classroom Laboratories in Computer Science Education (2005) Proc Thirty-Sixth SIGCSE Technical Symposium of Computer Science Education, pp. 292-296. , St. Louis, Missouri, USA: ACM Press; Bower, M., Richards, D., Self-Paced Lectures (2005) Proc 4th IASTED International Conference on WEBBASED EDUCATION, pp. 12-17. , Grindelwald, Switzerland: IASTED; Bransford, J.D., Stein, B.S., Vye, N.J., Franks, J.J., Auble, P.M., Mezynski, K.J., Perfetto, G.A., Differences in approaches to learning: An overview (1982) Journal of Experimental Psychology: General, pp. 3390-3398; Brown, J.S., Collins, A., Duguid, P., Situated Cognition and the Culture of Learning (1989) Educational Researcher, 18 (1), pp. 32-42; Carroll, J.M., (1998) Minimalism beyond the Nurnberg Funnel, , Cambridge, MA: MIT Press; Chou, H.W., Influences of cognitive style and training method on training effectiveness (2001) Computers & Education, 37 (1); Clark, D., Big Dog's Instructional Systems Design Page, , http://www.nwlink.com/~donclark/hrd/sat.html, Accessed 28 October; Clarke, J.M., Pavio, A., Dual coding theory and education (1991) Educational Psychology Review, 3 (3), pp. 149-210; Cobb, T., Cognitive Efficiency: Toward a Revised Theory of Media (1997) Educational Technology Research and Development, 45 (4), pp. 21-35; (2004), http://itsinfo.tamu.edu/workshops/handouts/pdf_handouts/addie.pdf, College Station Texas: ADDIE instructional design model Accessed 21st August; Collins, A., Brown, J., Holum, A., Cognitive apprenticeship: Making thinking visible (1991) American Educator, 6 (11), pp. 38-46; Craik, F.I.M., Lockhart, R.S., Levels of processing: A framework for memory research (1972) Journal of Verbal Thinking and Verbal Behaviour, 11, pp. 671-684; http://www.elearningcentre.co.uk/, e-Learning Centre: e-Learning Centre, Accessed 20th July 2005; Fisher, G., Making Learning a Part of Life - Beyond the "Gift Wrapping" approach to Technology, , http://www.cs.colorado.edu/~l3d/presentations/gf-wlf/.Accessed; Gagne, R., (1985) The Conditions of Learning, , Holt, Rinehart & Winston, New York; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 5th annual SIGCSE/SIGCUE conference on Innovation and technology in computer science education, 32, pp. 25-28; Hager, P., Butler, J., Two Models of Educational Assessment (1996) Assessment & Evaluation in Higher Education, 21 (4), pp. 367-378; Hall, B., Brandon-Hall Education & Training Research Centre, , www.brandon-hall.com/, Accessed 20th July 2005; Kay, J., Barg, M., Fekete, A., Greening, T., Hollands, O., Kingston, J.H., Crawford, K., Problem-Based Learning for Foundation Computer Science Courses (2000) Computer Science Education, 10 (2), pp. 109-128; (1984) The Adult Learner: A Neglected Species, , Knowles, Gulf Publishing, Houston; Landa, L., (1976) Instructional Regulation and Control: Cybernetics, , Algorithmization, and Heuristics in Education, Englewood Cliffs, NJ: Educational Technology Publications; Lewandowsky, S., Murdock, B.B., Memory for serial order (1989) Psychological Review, 96 (25-57); McGill, T.J., Volet, S.E., A Conceptual Framework for Analyzing Students' Knowledge of Programming (1997) Journal of Research on Computing in Education, 29 (3), pp. 276-297; Piaget, J., (1970) The Science of Education and the Psychology of the Child, , Grossman, NY; Rath, A., Brown, D.E., Conceptions of Human-Computer Interaction: A Model for Understanding Student Errors (1995) Journal of Educational Computing Research, 12 (4), pp. 395-409; Reigeluth, C.M., The Elaboration Theory of Instruction: A Model for Sequencing and Synthesizing Instruction (1980) Instructional Science, 9 (3), pp. 195-219; Robins, A., Roundtree, J., Roundtree, N., Learning and Teaching Programming: A Review and Discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Salomon, G., (1994), Interaction of Media, Cognition, and Learning, LEA, New Jersey; http://www.elearning-reviews.org/, SCIL and Partners: Elearning Reviews, Accessed 20th July 2005; Shuell, T.J., Cognitive Conceptions of Learning (1986) Review of Educational Research, 56 (4), pp. 411-436; Spiro, R.J., Coulson, R.L., Feltovich, P.J., Anderson, D., Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains (1988) Proc Proceedings of the 10th Annual Conference of the Cognitive Science Society, , Hillsdale, NJ: Erlbaum; Van Gorp, M.J., Grissom, S., An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming (2001) Computer Science Education, 11 (3), pp. 247-260; Vygotsky, L.S., (1978) Mind in Society, , Cambridge, MA: Harvard University Press; Zeller, A., Making students read and review code (2000) SIGCSE Bull., 32 (3), pp. 89-92},
correspondence_address1={Bower, M.; Postgraduate Professional Development Programs, , Macquarie, NSW, 2109, Australia; email: mbower@ics.mq.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Komisarczuk2006117,
author={Komisarczuk, P. and Welch, I.},
title={A board game for teaching internet engineering},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={117-123},
note={cited By 3; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869025185&partnerID=40&md5=857258298c344b30f20b226fdce8210c},
affiliation={School of Mathematics, Statistics and Computer Science, Victoria University of Wellington, PO Box 600, Wellington, New Zealand},
abstract={This paper describes elements in the development of a board game for teaching Internet peering as part of an Internet engineering class. © 2006, Australian Computer Society, Inc.},
keywords={Internet engineering;  Internet peering;  Team game},
keywords={Board games;  Engineering class;  Team games, Internet},
references={Baker, A., Navarro, E.O., van der Hoek, A., An Experimental Card Game for Teaching Software Engineering (2003) Proceedings of the 16th Conference on Software Engineering Education and Training (CSEET'03). IEEE Computer Society, pp. 216-223. , Madrid, Spain; (2005), http://www.equinix.com, Equinix, viewed 20 August; Guba, E., Comments on Some Basic Qigong Concepts (2002) Taijiquan & Qigong Journal, 8 (2). , Joyce, D, Knox, D, Dann, W & Naps, TL (ed.) 2004, Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education, ACM, Norfolk, Virginia, USA; Kensuke, F., Kenjiro, C., Hiroshi, E., The impact of residential broadband traffic on Japanese ISP backbones (2005) SIGCOMM Computer Communication Review, 35 (1), pp. 15-22; Kolb, D.A., (1984) Experiential Learning: Experience as The Source of Learning and Development, , Englewood Cliffs, New Jersey, Prentice-Hall; (2005), http://merit.lboro.ac.uk, MERIT, viewed 20 August; Nabeth, T., Angehrn, A.A., Embedding 2D Standalone Educational Simulation Games in 3D Multi-User Environments: The Case of C-VIBE (2004) Proceedings of the IEEE International Conference on Advanced Learning Technologies, IEEE Computer Society, pp. 711-713. , Joensuu, Finland; (2005), http://www.telecom.co.nz/content0,3900,204215-202771,00.html, New Zealand Telecom 2004, UBS: Unbundled Bitstream Service,, viewed 20 August; Norton, W.B., (2000) Internet Service Providers and Peering (version 2.5), , http://www.equinix.com/pdf/whitepapers/PeeringWP.2.pdf, Equinix, viewed 20 August 2005; Norton, W.B., (2003) The Evolution of the U.S. Internet Peering Ecosystem, , http://www.equinix.com/pdf/whitepapers/PeeringEcosystem.pdf, draft version 1.1 , viewed 20 August 2005; Race, P., (2001) The Lecturer's Toolkit: A Practical Guide to Learning, , Teaching & Assessment, 2nd edn, Kogan Page Limited; Watson, J., (2002) Strategy: an Introduction to Game Theory, , WW Norton & Co. Inc},
correspondence_address1={Komisarczuk, P.; School of Mathematics, PO Box 600, Wellington, New Zealand; email: peter.komisarczuk@vuw.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Keefe200691,
author={Keefe, K. and Sheard, J. and Dick, M.},
title={Adopting XP Practices for Teaching Object Oriented Programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={91-100},
note={cited By 15; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869009105&partnerID=40&md5=d546ae7f2c97328d3395309b8b47e262},
affiliation={Faculty of Information Technology, Monash University, 900 Dandenong Road, Caulfield East 3156, VIC, Australia; School of Business Information Technology(3), Royal Melbourne Institute of Technology, PO Box 2476V Melbourne 3001, VIC, Australia},
abstract={This paper reports on an Action Research project that investigated the effect of introducing a number of Extreme Programming (XP) practices as teaching techniques to introductory programming students. The focus of the study was on using the XP practices to assist students in an introductory programming subject develop object oriented programming skills, problem solving skills and teach them to become more self-sufficient in their learning. The research is concerned with applying several of the XP practices as a means of value-adding to current pedagogical approaches. The results from this first exploratory cycle have been mixed, but there have been enough positive results to feed forward into the next action research cycle. © 2006, Australian Computer Society, Inc.},
keywords={Action research;  Extreme programming;  Learning to program;  Pair programming;  Refactoring;  Simple design;  Test driven development},
keywords={Action research;  EXtreme Programming;  Learning to program;  Pair-programming;  Refactorings;  Test driven development, Object oriented programming;  Students;  Teaching, Research},
references={Astels, D., Miller, G., Novak, M., (2002) A Practical Guide to Extreme Programming, , Upper Saddle River: Prentice Hall; Beck, K., Embracing change with extreme programming (1999) Computer, 32 (10), pp. 70-77; Beck, K., Aim, fire [test-first coding] (2001) Software, IEEE, 18 (5), pp. 87-89; Beck, K., Andres, C., (2004) Extreme Programming Explained - Embrace Change, , (2nd ed.). Upper Saddle River: Pearson Education, Inc; Bevan, J., Werner, L., McDowell, C., Guidelines for the use of pair programming in a freshman programming class (2002) Paper presented at the Software Engineering Education and Training, 2002, , (CSEE&T 2002). Proceedings. 15th Conference on; Carbone, A., Hurst, J., Mitchell, I., Gunstone, D., Characteristics of programming exercises that lead to poor learning tendencies: Part II (2001) Proceedings of the 6th annual conference on Innovation and technology in computer science education, pp. 93-96. , Canterbury, United Kingdom: ACM Press; Edwards, S., (2004), (2004). Using Software Testing to Move Students from Trial-and-Error to Reflection-in-Action. Paper presented at the SIGCSE'04, Norfolk, Virginia, USA; Edwards, S.H., Improving student performance by evaluating how well students test their own programs (2003) J. Educ. Resour. Comput., 3 (3), pp. 1-24; George, B., Williams, L., An initial investigation of test driven development in industry (2003) Proceedings of the 2003 ACM symposium on Applied computing, pp. 1135-1139. , Melbourne, Florida: ACM Press; Greca, A., Jovanovic, V., Harris, J., Enhancing learning success in the introductory programming course (2003) Paper presented at the Frontiers in Education, , 2003. FIE 2003. 33rd Annual; Hedin, G., Bendix, L., Magnusson, B., Introducing software engineering by means of Extreme Programming (2003) Proceedings of the 25th International Conference on Software Engineering, pp. 586-593. , Portland, Oregon: IEEE Computer Society; Holcombe, M., Gheorghe, M., Macias, F., Teaching XP for Real: some initial observations and plans (2001), pp. XP2001; Katira, N., Williams, L., Wiebe, E., Miller, C., Balik, S., Gehringer, E., (2004), (2004, March 3-7). On Understanding Compatibility of Student Pair Programmers. Paper presented at the SIGSCE'04, Norfolk, Virgina, USA; Keefe, K., Dick, M., Using Extreme Programming in a capstone project, Proceedings of the sixth conference on Australian computing education (2004), 30, pp. 151-160. , Dunedin, New Zealand: Australian Computer Society, Inc; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., (2001) A multi-national, multi-institutional study of assessment of programming skills of first-year CS students SIGCSE Bull., 33 (4), pp. 125-180; Mills, G., (2000) Action research: a guide for the teacher researcher, , Upper Saddle River, New Jersey: Prentice-Hall; Muller M.M.9, Hagner, O., Experiment about test-first programming (2002) Software, IEE Proceedings [see also Software Engineering, IEE Proceedings], 149 (5), pp. 131-136; Neill, C.J., The extreme programming bandwagon: revolution or just revolting? (2003) IT Professional, 5 (5), pp. 62-64; Noble, J., Marshall, S., Marshall, S., Biddle, R., Less Extreme Programming, Proceedings of the sixth conference on Australian computing education (2004), 30, pp. 217-226. , Dunedin, New Zealand: Australian Computer Society, Inc; Nosek, J.T., The Case for Collaborative Programming (1998) Communications of the ACM, 41 (3), pp. 105-108; Pancur, M., Ciglaric, M., Trampus, M., Vidmar, T., Towards empirical evaluation of test-driven development in a university environment (2003) Paper presented at the EUROCON 2003. Computer as a Tool, , The IEEE Region 8; Shukla, A., Williams, L., Adapting extreme programming for a core software engineering course (2002) Paper presented at the Software Engineering Education and Training, , 2002. (CSEE&T 2002). Proceedings. 15th Conference on; Thomas, L., Ratcliffe, M., Robertson, A., Code warriors and code-a-phobes: a study in attitude and pair programming (2003) Paper presented at the Proceedings of the 34th SIGCSE technical symposium on Computer science education, , Reno, Navada, USA; Thomas L.9, Ratcliffe, M., Woodbury, J., Jarman, E., Learning styles and performance in the introductory programming sequence (2002) Proceedings of the 33rd SIGCSE technical symposium on Computer science education, pp. 33-37. , Cincinnati, Kentucky: ACM Press; Wake, W.C., (2001) Extreme Programming Explored, , Upper Saddle River: Addison-Wesley; Williams, L., But, isn't that cheating? [collaborative programming] (1999) Paper presented at the Frontiers in Education Conference, 1999, , FIE '99. 29th Annual; Williams, L., (2000) The Collaborative Software Process, , Unpublished PhD, The University of Utah; Williamsons, K., Burstein, F., McKemmish, The two major traditions of research (2002), In K. Williamsons (Ed.), Research methods for students, academics and professionals (2nd ed.). Wagga Wagga, New South Wales: Centre for Information Studies, Charles Sturt University; Wilson, J.D., Hoskins, N., Nosek, J.T., The Benefits of Collaboration for Student Programmers Paper presented at the 24th SIGCSE Technical Symposium on Computer Science Education, , (1993, February 2003)},
correspondence_address1={Keefe, K.; Faculty of Information Technology, 900 Dandenong Road, Caulfield East 3156, VIC, Australia; email: Karen.Keefe@csse.monash.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Whalley2006243,
author={Whalley, J.L. and Lister, R. and Thompson, E. and Clear, T. and Robbins, P. and Ajith Kumar, P.K. and Prasad, C.},
title={An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={243-252},
note={cited By 120; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052052091&partnerID=40&md5=d328e86eecc27ac11a5cddbd8ec23b8f},
affiliation={Computer and Information Sciences, Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand; Faculty of Information Technology, University of Technology, Sydney, Broadway, NSW 2007, Australia; Department of Information Systems, Massey University, Wellington, New Zealand; Bay of Plenty Polytechnic, Tauranga, New Zealand; School of Computing and Information Technology, Unitec New Zealand, Auckland, New Zealand},
abstract={In this paper we report on a multi-institutional investigation into the reading and comprehension skills of novice programmers. This work extends previous studies (Lister 2004, McCracken 2001) by developing a question set within two key pedagogical frameworks: the Bloom and SOLO taxonomies. From this framework of analysis some interesting emergent patterns relating the cognitive level of the questions to student performance have been identified. © 2006, Australian Computer Society, Inc.},
keywords={Bloom's taxonomy;  Multi-institutional;  Novice programming;  SOLO},
keywords={Bloom's taxonomy;  Cognitive levels;  Multi-institutional;  Novice programmer;  Novice programming;  SOLO;  Student performance, Blooms (metal);  Taxonomies, Education},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, R., Wittrock, M.C., (2001) A Taxonomy for Learning, Teaching and Assessing. A Revision of Bloom's Taxonomy of Educational Objectives, , (Eds) New York, Addison Wesley Longman, Inc; Biggs, J.B., (1999) Teaching for quality learning at University, , Buckingham. Open University Press; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York, Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, , http://elena.aut.ac.nz/homepages/staff/JWhalley/BRACElet.htm, Longmans, Green and Company. Bracelet Project (Accessed October 27, 2005); Chi, M.T.H., Glaser, R., Farr, M.J., (1988) The nature of expertise, , (Eds.) Hillsdale, NJ, Lawrence Erlbaum Associates; Ebel, R., Frisbie, D., (1986) Essentials of Educational Measurement, , Prentice Hall, Englewood Cliffs, NJ; Haladyna, T., (1999) Developing and Validating Multiple-Choice Questions (2nd Edition), , Lawrence Erlbaum Associates, Mahwah, NJ; Linn, R., Gronlund, N., (1995) Measurement and Assessment in Teaching, , Prentice Hall, Upper Saddle River, NJ; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGSCE Bulletin, 36 (4), pp. 119-150; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of Firstyear CS Students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140; Oliver, D., Dobele, T., Greber, M., Roberts, T., This Course Has a Bloom Rating of 3.9 (2004) Proc. of the sixth conference on Australian computing education, 57, pp. 227-231. , Dunedin, New Zealand; Wiedenbeck, S., Fix, V., Scholtz, J., Characteristics of the mental representations of novice and expert programmers: An empirical study (1993) International Journal of Man-Machine Studies, 39, pp. 793-812},
correspondence_address1={Whalley, J.L.; Computer and Information Sciences, Private Bag 92006, Auckland 1020, New Zealand; email: jacqueline.whalley@aut.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Dantin2005239,
author={Dantin, U.},
title={Application of Personas in User Interface Design for Educational Software},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={239-247},
note={cited By 18; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873517275&partnerID=40&md5=5034695b0f759f0bfe822ccf6f17cb2d},
affiliation={Department of Information Systems and Operations Management, School of Business, The University of Auckland, Private Bag 92019, Auckland, New Zealand},
abstract={In the current cautious business climate, development of large new software has become rarer as the cost pressure has increased. User interfaces (UI), the most important part of a system for end users and critical for system success, remain notoriously user-unfriendly. This makes it imperative to identify practical tools that small software projects can use to help them maximise UI design quality while minimising cost. This research looks at two similar small systems and investigates the usefulness of the concept of personas for UI design evaluation. Following the Goal-Directed Design approach, personas are defined along classes of users. The tasks of each persona are established via usercentred requirements. Each task is then performed with consideration to established usability heuristics. Overall, the question is whether the initial use of personas in the design phase might have resulted in fundamentally different UI choices. It was concluded that the approach of identifying personas and performing their tasks in evaluating the UIs of both software systems was most definitely a process that helped introduce clarity and a form of accountable reasoning into the UI evaluation process. For both systems, it could be reasoned that the UI design would have been fundamentally different in some aspects if personas were used. However, personas were less helpful when it came to diagnose and describe user frustrations that had not so much to do with UI design as such, but with general usability issues. In this case they were mainly related to discrepancies and inconsistencies in the underlying business logic or simply bad programming, pointing to deficiencies in other areas of the software development life cycle (SDLC). © 2005, Australian Computer Society, Inc.},
keywords={E-learning;  Educational software;  Persona;  User interface design},
keywords={Business climate;  Business logic;  Cost pressures;  Design phase;  Educational software;  End users;  Goal-directed design;  Persona;  Small systems;  Software development life cycle;  Software project;  Software systems;  UI designs;  User interface designs, Design;  E-learning;  Software design;  User interfaces, Education},
references={Carroll, J.M., Making Use: Scenario-Based Design of Human-Computer Interactions. San Francisco (2002) Morgan Kaufmann Publishers; Cooper, A., Saffo, P., The Inmates are Running the Asylum (1999) Why high tech products drive us crazy and how to restore the sanity, , SAMS; Nielsen, J., Heuristic evaluation. In Usability Inspection Methods (1994), NIELSEN, J., and MACK, R.L. (eds). New York, NY, John Wiley & Sons; Nielsen, J., (1993), Usability Engineering. San Diego, Academic Press; Norman, D.A., The Invisible Computer. Why Good Products Can Fail (1998), The Personal Computer Is So Complex, and Information Appliances Are the Solution, MIT Press; Paynter, J., Ahmed, M.D., Everett, A., Llanes, V., An Analysis of Software Development Project Management Failure: Two New Zealand Cases (2001) In Business Case Studies in Operations Management, pp. 152-161; Batley, T., Auckl, N.Z., Prentice Hall for Pearson Education (2003), http://ccm.redhat.com/user-centered/personas.html, Pind, L. (2001) (Ed.):; Pind, L., (2001), http://ccm.redhat.com/user-centered/user-centeredrequirements.html, Accessed 12 Aug; Pressman, R., Software engineering: A practitioner's approach (2001), Boston, McGraw Hill; Randolph, G., Use-Cases and Personas: A Case Study in Light-Weight User Interaction Design for Small Development Projects (2004) Informing Science Journal, 7, pp. 105-116; Smith, R.S., Using Scenarios to Gather Requirements (2003), http://www.sonoma.edu/csse/edtech/560/scenarios.pdf; (2003), http://www.cooper.com/content/why_cooper/modeling.asp, Goal Directed Design; (2004), Nielsen's usability heuristics:. Accessed 31 Mar; (2003), http://ccm.redhat.com/user-centered/user-centeredrequirements, User-Centered Requirements:. html. Accessed 12 Aug; (2004), http://www.cecil.auckland.ac.nz, Cecil: Accessed 30 Mar; (2004), http://www.turnitin.com, Turnitin},
correspondence_address1={Dantin, U.; Department of Information Systems and Operations Management, Private Bag 92019, Auckland, New Zealand; email: u.dantin@auckland.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Thomas2005127,
author={Thomas, R.C. and Karahasanovic, A. and Kennedy, G.E.},
title={An Investigation into Keystroke Latency Metrics as an Indicator of Programming Performance},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={127-134},
note={cited By 20; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873516170&partnerID=40&md5=b40838dee34e456ca313fd5dad0b20f7},
affiliation={School of Computer Science and Software Engineering, M002 The University of Western Australia, 35 Stirling Hwy, Crawley 6009 WA, Australia; Simula Research Laboratory, PO Box 134, 1325 Lysaker, Norway; Biomedical Multimedia Unit, The University of Melbourne, Parkville 3010, VIC, Australia},
abstract={Typing has long been studied in psychology and HCI, and strong cognitive models for transcription typing exist. The goal of the present research was to test if there is any correlation between students' keystroking speed and performance while they are programming. We present the results from two studies with computer science students conducted in different contexts. Keystroke timings were recorded while they worked on Java and Ada source code. Quality of their programming work was measured mainly in terms of completeness. In the controlled experiment that lasted six hours, 39 students undertook three change tasks on a 6000 LOC Java application. In the field study, data was collected over 6 weeks from 141 students while they worked unsupervised on Ada programming in first year laboratories. In both cases there were highly significant (P=0.001), moderately strong, negative correlations between speed and coding performance. With additional development, these techniques may have promise for user modelling and assessment as well as in educational diagnostics. © 2005, Australian Computer Society, Inc.},
keywords={Chunking;  Digraph latencies;  Empirical methods;  Keystroke model;  Programming performance},
keywords={Ada source code;  Change tasks;  Chunking;  Coding performance;  Cognitive model;  Computer science students;  Controlled experiment;  Digraph latencies;  Empirical method;  Field studies;  First year;  Java applications;  Negative correlation;  Programming performance;  User Modelling, Education computing, Students},
references={Arisholm, E., Sjøberg, D.I.K., Carelius, G., Lindsjørn, Y., A Web-based Support Environment for Software Engineering Experiments (2002) Nordic Journal of Computing, 9 (4), pp. 231-247; Beck, J.E., Jia, P., Sison, J., Mostow, J., Predicting Student Help-Request Behavior in an Intelligent Tutor for Reading (2003) In User Modeling 2003 Conference, pp. 303-312. , Johnstown, PA, USA, June 22-26. Brusilovsky, P., Corbett, A. T. and de Rosis, F. (eds). Lecture Notes in Computer Science, 2702, Springer Verlag; Card, S.K., Moran, T.P., Newell, A., (1983) The psychology of human-computer interaction, , Hillsdale N.J., Lawrence Erlbaum; Genter, D.A., The acquisition of typing skill (1983) Acta Psychologica, 54, pp. 233-248; (2004), http://grumps.dcs.gla.ac.uk/, GRUMPS: Generic Remote Usage Measurement Production System, Department of Computing Science, University of Glasgow. Accessed 16 August; John, B.E., Newell, A., (1989) Cumulating the science of HCI: From S-R compatibility to transcription typing, , Proceedings of CHI, 1989, 109-114, ACM; (1990), 33 (2), pp. 168-176. , Joyce and Gupta: Identity authentication based on keystroke latencies. Communications of the ACM; Karahasanovic, A., Anda, B.A., Arisholm, E., Hove, S.E., Jørgensen, M., Sjøberg, D.I.K., Welland, R., Collecting Feedback during Software Engineering. Experiments (2005) Journal of Empirical Software Engineering, , To Appear; Karahasanovic, A., Fjuk, A., Sjøberg, Thomas, R.C., A controlled experiment to evaluate the reactivity and usefulness of the think-aloud tool (2004) Proc. Information Resources Management Association International Conference IRMA'04, pp. 1033-1034. , New Orleans La, USA, New Idea Group Publishing; (2000), 16, pp. 351-359. , Monrose and Rubin: Keystroke dynamics as a biometric authentication. Future Generation Computer Systems; Newell, A., (1990) Unified theories of cognition, , Harvard University Press; Reeves, T.C., Hedberg, J.G., Interactive Learning Systems Evaluation (2003) Educational Technology Publications, , Englewood Cliffs, NJ; Salthouse, T.A., Perceptual, cognitive, and motoric aspects of transcription typing (1986) Psychological Bulletin, 9 (3), pp. 303-319; Sweller, J., (1999) Instructional design in technical areas, 43. , ACER Press, Camberwell, Victoria; Thomas, R.C., (1998) Long term human-computer interaction, , Springer Verlag, London},
correspondence_address1={Thomas, R.C.; School of Computer Science and Software Engineering, 35 Stirling Hwy, Crawley 6009 WA, Australia; email: richard@csse.uwa.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Morris200515,
author={Morris, J.},
title={Algorithm Animation: Using algorithm code to drive an animation},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={15-20},
note={cited By 5; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873515223&partnerID=40&md5=1f6f7f32503c8ed697b88d1d7d2810cd},
affiliation={School of Electrical and Electronics Engineering, Chung-Ang University, Seoul 156-756, South Korea; Department of Computer Science, The University of Auckland, New Zealand},
abstract={Computer algorithms commonly involve creation, reorganization or destruction of relations between objects. This means that they are generally excellent candidates for visualization for teaching purposes. For a student to comprehend all the ramifications of certain operations, several different concurrent displays are often required: as well as a visualization of the objects being manipulated by the algorithm, commentary, highlighted source code and various statistics are commonly required. This paper describes a strategy for rapidly building animations of algorithms: animations are driven from the source code of the algorithm itself by the addition of animation directives. These directives invoke routines from a toolkit which provides operations commonly needed to display objects and structures. By providing a standard approach to the creation of an animation, creating a new one becomes a straight forward process: many animations in the current collection have been produced by students in one semester courses. The supporting toolkit contains classes which, in addition to animating basic structure, provide many subsidiary displays - histograms, graphs, etc. which are updated as the algorithm runs. This toolkit has evolved following critical analysis of the features needed to allow easy comprehension of the animated algorithms, for example, a separate commentary area has been abandoned in favour of labels on the animation and 'history' panels have been added to permit simultaneous display of several steps in the algorithm. smaller improvements. Over several years, we have implemented a set of widely referenced algorithm animations commonly taught in data structures and algorithms courses available on the web. © 2003, Australian Computer Society, Inc.},
keywords={Algorithm animation;  Algorithms;  Data structures},
keywords={Algorithm animation;  Basic structure;  Critical analysis;  Current collection;  Semester course;  Source codes, Animation;  Data structures;  Students;  Visualization, Algorithms},
references={Ang, W., Morris, J., (1997) Quick sort animation, , www.cs.auckland.ac.nz/software/AlgAnim/qsort.html; Brown, M.H., Najork, M.A., Collaborative active textbooks: A web-based algorithm animation system for an electronic classroom (1996) Proceedings of the IEEE Symposium on Visual Languages, pp. 266-275. , IEEE Computer Society Press, Washington; Burgiel, H., Raymond, M., (2004) Simple N-gon Counter, , www.math.uiuc.edu/~burgiel/Java/Ngons/, (accessed Nov 2004); Cormen, T.H., Leiserson, C.E., Rivest, R.L., (1993) An Introduction to Algorithms, , The MIT Press; Kitchen, A., (2004) Sorting algorithms, , www.cs.rit.edu/~atk/Java/Sorting/sorting.html, (accessed Nov 2004); Mitra, S., (1999) Animation of Sorting Algorithms, , www.cs.brockport.edu/cs/javasort.html, (accessed Nov 2004); Morris, J., (2002) Red-black Tree Animation, , www.cs.auckland.ac.nz/software/AlgAnim/red_black.html; Morris, J., (2004) Algorithm Animations, , www.cs.auckland.ac.nz/software/AlgAnim/alg_anim.html; Naps, T.L., Rossling, G., Almstrum, V., Dunn, W., Fleischer, R., Hundhausen, C., Korhonen, A., Velazquez-Iturbide, J.A., Exploring the role of visualization and engagement in computer science education (2003) inroads - Paving the Way Towards Excellence in Computing Education, pp. 131-152. , ACM Press; Rodger, S.H., Using hands-on visualizations to teach computer science from beginning courses to advanced courses (2002) Second Program Visualization Workshop; Roessling, G., Freisleben, B., ANIMALSCRIPT: An extensible scripting language for algorithm animation (2001) Proceeding of the Thirty-second SIGCSE Technical Symposium on Computer Sciense Education (SIGCSE-01), 33, pp. 70-74. , of ACM Sigcse Bulletin, ACMPress, New York; Rößling, G., Naps, T.L., A testbed for pedagogical requirements in algorithm visualizations (2002) Proceedings of the 7th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE-02), 34, pp. 96-100. , D. Finkel, ed., of SIGCSE Bulletin, ACM Press, New York},
correspondence_address1={Morris, J.; School of Electrical and Electronics Engineering, , Seoul 156-756, South Korea; email: j.morrris@auckland.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Dowling2005151,
author={Dowling, G. and Tickle, A. and Stark, K. and Rowe, J. and Godat, M.},
title={Animation of complex data communications concepts may not always yield improved learning outcomes},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={151-154},
note={cited By 3; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873508370&partnerID=40&md5=189359663d018f4cf8f4c5b9f42b688f},
affiliation={Queensland University of Technology, GPO Box 2434, Brisbane, QLD 4001, Australia},
abstract={The field of data and computer communications networking uses an array of abstract concepts such as encapsulation, protocol data units, virtual circuits etc. to describe and explain the underlying processes. Various studies, together with our own observations, strongly indicate that students often find these concepts difficult to learn, as they cannot easily be demonstrated. A number of academics have described the animation tools they have developed to illustrate such concepts and almost invariably they comment on the favourable reactions their efforts receive from their students. However, it is difficult to find examples that anchor the design of their animation offerings in the principles of good instructional design and few conduct rigorous evaluations to see if there has been a genuine and measurable improvement in student understanding of the basic concepts being illustrated. Our work does both. We have designed an animation tool on virtual circuits which takes cognizance of contemporary work on instructional design, particularly the work of Mayer (2003). Two versions of the animation were produced, one with narration and the other with narration and additional on-screen text. We randomly assigned 110 first year undergraduate students to view a version of the animation. A pre and post test was used to determine if, in fact, improved learning actually occurred and which version of the animation produced the better outcome. Initial analysis of results indicates no statistical difference between the scores for the two versions and suggests that animations, by themselves, do not necessarily improve student understanding. © 2005, Australian Computer Society, Inc.},
keywords={Animation;  Data communications;  Evaluation;  Instructional design;  Multimedia;  Redundancy principle},
keywords={Abstract concept;  Animation tools;  Basic concepts;  Complex data;  Computer Communications;  Data-communication;  Evaluation;  First year;  Instructional designs;  Learning outcome;  Multimedia;  Post test;  Protocol data units;  Rigorous evaluation;  Statistical differences;  Undergraduate students;  Virtual circuit, Abstracting;  Animation;  Convolutional codes;  Design, Students},
references={Biggs, J., (2003) Teaching for quality learning at university: what the student does, , 2nd ed. Buckingham, Philadelphia, Pa., Open University Press; Carbone, A., Kaasbøll, J., A survey of methods used to evaluate computer science teaching (1998) Proc. Annual Joint Conference Integrating Technology into Computer Science Education, pp. 41-45. , Dublin City Univ., Ireland; Chickering, A., Ehrmann, S., Implementing the Seven Principles: Technology as Lever (1996) AAHE Bulletin, , http://www.tltgroup.org/programs/seven.html, October: 3-6. Accessed 18 Aug 2004; Dixon, M., Koziniec, T., Using OPNET to enhance student learning in a Data Communications course (2002) Proc. Informing Science Conference (InSITE) 2002, pp. 349-355. , Cork, Ireland; Harvey, J., Oliver, M., Smith, J., Towards effective practitioner evaluation: an exploration of issues relating to skills, motivation and evidence (2002) Educational Technology & Society, 5 (3); Hercog, D., Animation-Based Explanation of Basic Data Communication Principles (2003) Proc. International Conference on Engineering Education, pp. 1-6. , Valencia, Spain; Johnson, L., Stallard, J., Tanner, J., An empirical analysis of the content of the data communications course: academics' and practitioners' perspectives (1999) Information Technology, Learning, and Performance Journal, 17 (2), pp. 1-14; Kalyuga, S., Chandler, P., Sweller, J., Managing split-attention and redundancy in multimedia instruction (1998) Applied Cognitive Psychology, 13 (4), pp. 351-371; Leung, Y., Pilgrim, C., Multimedia animations to enhance learning complex concepts in Data Communications (1995) Proc. 12th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (ASCILITE), , Melbourne; Mayer, R.E., Heiser, J., Lonn, S., Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding (2001) Journal of Educational Psychology, 93 (1), pp. 187-198; Mayer, R.E., The promise of multimedia learning: using the same instructional design methods across different media (2003) Learning and Instruction, 13 (2), pp. 125-139; Naps, T., Rößling, G., Exploring the role of visualization and engagement in computer science education (2002) ACM SIGCSE Bulletin, 35 (2), pp. 131-152; Stallings, W., (2004) Data and computer communications, , 7th ed. Upper Saddle River, N.J., Pearson/Prentice Hall; Stewart, G., Stark, K., Investigating the Teaching Styles of Faculty in Information Technology (2002) Proc. of 13th Australasian Conference on Information Systems, pp. 1175-1184. , Victoria University; Sweller, J., (1999) Instructional Design, , Camberwell, Vic., ACER Press; White, C., Visualization tools to support data communications and computer network courses (2001) The Journal of Computing in Small Colleges, 17 (1), pp. 81-89},
correspondence_address1={Dowling, G.; Queensland University of Technology, GPO Box 2434, Brisbane, QLD 4001, Australia; email: gv.dowling@qut.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Vamplew200583,
author={Vamplew, P. and Dermoudy, J.},
title={An Anti-Plagiarism Editor for Software Development Courses},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={83-90},
note={cited By 15; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873496943&partnerID=40&md5=71610babe38143af421d605ab2700651},
affiliation={School of Computing, University of Tasmania, Private Bag 100, Hobart 7001, TAS, Australia},
abstract={Plagiarism is a serious issue in undergraduate computer science courses involving assessment of programming assignments. The electronic nature of these assignments means copying others' work is very easy, and the lack of variation between legitimately independent solutions makes the detection of plagiarised solutions difficult. The primary tool in combating plagiarism should be education of students about the issue. The need still exists however, for means to detect plagiarism when it does occur, and automated tools can provide valuable assistance in this task. Most such tools developed so far have focused on analysing the content of the final work submitted by students.1 In contrast this paper describes an anti-plagiarism approach based on consideration of the entire process of producing the submitted source-code, rather than just the source-code itself. It describes a text editor and related software which have been implemented based on the Eclipse development environment. These tools aim to discourage plagiarism by making the copying process more labour-intensive, and to aid in detection by storing data about document creation along with the document content. © 2005, Australian Computer Society, Inc.},
keywords={Computer science education;  Plagiarism;  Programming},
keywords={Automated tools;  Combating plagiarism;  Computer Science Education;  Development environment;  Electronic natures;  Labour-intensive;  Plagiarism;  Programming assignments;  Undergraduate computer science course, Computer science;  Mathematical programming;  Software design;  Students, Intellectual property},
references={Aiken, A., MOSS: A System for Detecting Software Plagiarism (2004), http://www.cs.berkeley.edu/~aiken/moss.html, Accessed 10th August 2004; Beasley, J.B., The Impact of Technology on Plagiarism Prevention and Detection: Research Process Automation (2004) A New Approach For Prevention, Proc. "Plagiarism: Prevention, , Practice and Policies ": Joint Information Systems Committee Plagiarism Advisory Service Conference, June 28-30, Newcastle, UK; Braumoeller, B., Gaines, B., Actions Do Speak Louder than Words: Deterring Plagiarism with the Use of Plagiarism-Detection Software (2001) PS: Political Science and Politics, 34 (4), pp. 835-839; Bray, T., Paoli, J., Sperberg-McQueen, C.M., Maler, E., Yergeau, F., (2004), http://www.w3.org/TR/REC-xml/, (eds.) (2004): Extensible Markup Language (XML) 1.0 (Third Edition); Chen, X., Francia, B., Li, M., Mckinnon, B., Seker, A., Shared Information and Program Plagiarism Detection (2004) IEEE Transactions on Information Theory, 50 (7), pp. 1545-1551; Culwin, F., MacLeod, A., Lancaster, T., Source Code Plagiarism in UK HE Schools - Issues (2001) Attitudes and Tools, , Technical Report SBU-CISM-01-01, South Bank University; (2004), http://www.eclipse.org, Eclipse Foundation Accessed 20 August; Hughes, G., Brown, S., Jakobson, M., Philpot, C., Dwight-Moore, P., Jarrett, N., Grainger, T., Short, B., Report on the Viability of CopyCatch Plagiarism Detection Software (2002), Internal report, University of East London; Ottenstein, K., An algorithmic approach to the detection and prevention of plagiarism (1976) SIGCSE Bulletin, 8 (4), pp. 30-41; Prechelt, L., Malpohl, G., Philippsen, M., Finding Plagiarisms Amongst a Set of Programs with JPlag (2002) Journal of Universal Computer Science, 8 (11), pp. 1016-1038; Schleimer, S., Wilkerson, D., Aiken, A., Winnowing: Local Algorithms for Document Fingerprinting, Proc (2003), SIGMOD 2003, June 9-12 2003, San Diego; Sheard, J., Dick, M., Markham, S., Macdonald, I., Walsh, M., Cheating and plagiarism: perceptions and practices of first year IT students, Proc. 7th Annual Joint Conference on Innovation and Technology in Computer Science Education (2002), pp. 183-187. , Aarhus, Denmark; Sheard, J., Carbone, A., Dick, M., Determination of Factors which Impact on IT Students' Propensity to Cheat (2003), pp. 119-126. , Proc. Fifth Australasian Computing Education Conference, Adelaide. Australia; Stokes, F., Newstead, S., Undergraduate cheating: who does what and why? (1995) Studies in Higher Education, 20 (2), pp. 159-172; Turnitin, (2004), http:///www.turnitin.com, Accessed 26 October 2004; Wagner, N., (2000), http://www.cs.utsa.edu/~wagner/pubs/plagiarism0.html, Plagiarism by Student Programmers; Weinstein, J., Dobkin, C., (2002), http://webdisk.berkeley.edu/~Weinstein/Weinstein-JobMarketPaper.PDF, Plagiarism in U.S. Higher Education: Estimating Internet Plagiarism Rates and Testing a Means of Deterrence Accessed 15 August 2004; Zobel, J., Hamilton, M., Managing Student Plagiarism in Large Academic Departments (2002) Australian Universities Review, 45 (2), pp. 119-126; Zobel, J., "Uni Cheats Racket": A Case Study in Plagiarism Investigation (2004) Proc. Sixth Australasian Computing Education Conference, , Dunedin, New Zealand},
correspondence_address1={Vamplew, P.; School of Computing, Private Bag 100, Hobart 7001, TAS, Australia; email: Peter.Vamplew@utas.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hamer200567,
author={Hamer, J. and Kenneth T.K. Ma and Kwong, H.H.F.},
title={A Method of Automatic Grade Calibration in Peer Assessment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={67-72},
note={cited By 32; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873490657&partnerID=40&md5=87c923c76efb09b630faf0a7a8592633},
affiliation={Department of Computer Science, University of Auckland, Private Bag 92019, Auckland, New Zealand},
abstract={Once the exclusive preserve of small graduate courses, peer assessment is being rediscovered as an effec-tive and efficient learning tool in large undergraduate classes, a transition made possible through the use of electronic assignment submissions and web-based support software. Asking large numbers of undergraduates to grade each others work raises a number of obvious concerns. How will mark reliability and validity be maintained? Can plagiarism be detected or prevented? What ef-fect will "rogue" reviewers have on the integrity of the process? Will effective learning actually occur? In this paper we address the issue of grade relia-bility, and present a novel technique for identifying and minimising the impact of "rogues." Simulations suggest the method is effective under a wide range of conditions. © 2005, Australian Computer Society, Inc.},
keywords={Effective learning;  Efficient learning;  Electronic assignments;  Graduate course;  Novel techniques;  Peer assessment;  Reliability and validity, Education},
references={Ballantyne, R., Hughes, K., Mylonas, A., Developing procedures for implementing peer assessment in large classes using an action re- search process (2002) Assessment & Evaluation in Higher Education, 27 (5), pp. 427-441; Bloom, B.S., Taxonomy of educational objectives: The classification of educational goals (1956), Handbook I, cognitive domain, Longmans, Green, New York; Toronto; Chapman, O.L., Calibrated peer reviewTM (2001), http://cpr.molsci.ucla.edu; Gehringer, E.F., Electronic peer review and peer grading in computer science courses (2001) Proceedings of the Thirty-Second SIGCSE Technical Symposium on Computer Science Ed- ucation, pp. 139-143. , ACM Press; Moskal, B., Miller, K., King, L.A.S., Grad- ing essays in computer ethics: Rubrics consid- ered helpful (2002) Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Ed- ucation, pp. 101-105. , ACM Press; Sitthiworachart, J., Joy, M., Effective peer assessment for learning computer programming, in '9th Annual SIGCSE Conference on Innova- tion and Technology in Computer Science Edu- cation (2004), pp. 122-126. , ACM, Leeds, United Kingdom; Topping, K., Peer assessment between stu- dents in colleges and universities (1998) Review of Ed- ucation Research, 68 (3), pp. 249-276; Wise, J.C., Kim, S., Better understanding through writing: Investigating calibrated peer review™ (2004) Proceedings of the 2004 American Society for Engineering Education Annual Conference},
correspondence_address1={Hamer, J.; Department of Computer Science, Private Bag 92019, Auckland, New Zealand; email: J.Hamer@cs.auckland.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Eustace200095,
author={Eustace, K. and Hay, L.},
title={A community and knowledge building model in computer education},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={95-102},
doi={10.1145/359369.359382},
note={cited By 12; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887308544&doi=10.1145%2f359369.359382&partnerID=40&md5=70803c172474b454cee49793304aed50},
affiliation={School of Information Studies, Charles Sturt University, Wagga, NSW  2678, Australia},
abstract={Computer Supported Collaborative Work (CSCW) is a new information technology subject at Charles Sturt University, that develops a learning community and knowledge sharing network for a diverse range of students. By integrating course content about CSCW, students use information environments and groupware products such as e-mail, the Z Object Publishing Environment (ZOPE) and MOO to create learning artefacts. The subject immerses students into social, philosophical and psychological aspects of working in online environments as well as the technology issues associated with being a participant in a workgroup mat can be applied in such fields as professional development, information technology, library science, education, teacher librarianship, health care or policing. Students explore the principles of workgroups, various cognitive frameworks and collaborative tasks (eg. meetings, document generation, argument support and policy work). They learn how to select and tailor a framework appropriate to a specific collaborative situation, and guide the development of workgroup-specific infrastructure. They are also expected to evaluate the effectiveness of workflow, human interaction and knowledge management within an organisation. This paper describes how a team-teaching approach has been structured, and how students and lecturers facilitated each other in regard to course content, methods of instruction, methods of assessment and evaluation. © 2000 ACM.},
keywords={And alternative education;  Community building;  Computer conferencing Groupware;  Computer education;  Computer supported collaborative work (CSCW);  Knowledge management constructivism;  Libertarianism;  Object publishing environments},
keywords={Computer aided instruction;  Computer software;  Computer supported cooperative work;  Curricula;  Education computing;  Engineering education;  Groupware;  Knowledge management;  Philosophical aspects;  Professional aspects;  Students;  Teaching, Community buildings;  Computer conferencing;  Computer education;  Libertarianism;  Object publishing environments, Education},
references={Barber, B., (1984) Strong Democracy: Participatory Politics for A New Age, , Berkeley CA:,University of California Press; Barnard, J., Video-based instruction: Issues of effectiveness, interaction, and learner control (1992) Journal of Educational Technology Systems, 21 (1), pp. 45-50; Bates, A.W., Interactivity as a criterion for media selection in distance education (1991) Never Too Far, 16, pp. 5-9; Burden, P., (1998) The Collaborative Classroom: Lessons Learned from the Electronic Meeting System Proceedings of 15th Australian Computers in Education Conference ACEC98, , http://www.cegsa.sa.edu.au/acec98/papers/p_burdett.html, [July 15, 2000]; Coleman, D., (1998) Groupware - The Changing Environment in Groupware: Collaborative Strategies for Corporate LANs and Intranets, , http://www.collaborate.com/publications/chapt_toc.html, [July 15, 2000]; (1999) The Online Center for Standards-based Collaboration, , http://leanung.bbn.com/lab/ocsc/index.html, Brown University. [July 15, 2000]; Eustace, K., Collaborative electronic environments Enter the Millennium. Information Services in Schools: 1999 Online Conference Proceeding (May 2000), pp. 275-283. , In Hay, L. and Henri, J. (eds.), Wagga Wagga, NSW: Centre for Studies in Teacher Librarianship; (2000) Association of Adjacent Schools, , http://www.adjacentschools.net/, [June 15, 2000]; Hay, L., Online delivery in distance education: Enhancing student learning experiences through collaborative practices (1998) Education for Library and Information Services: Australia, 15 (3), pp. 119-132; Hay, L., Online Conferencing: Realising the potential for the delivery of professional development (1999) Information Searcher, 11 (4), p. 1. , 3-8; Hay, L., Eustace, K., (2000) Groupware As A Knowledge Management Tool: Possibilities for Schools. New Millennium, New Horizons. Information Services in Schools (IS1S2000) Online Conference, , July, Centre for Studies in Teacher Librarianship, Charles Start University, Wagga Wagga, NSW, 21-31 July; Haynes, C., Holmevik, J.R., (2000) MOOniversity: A Student's Guide to Online Learning Environments, , Allyn & Bacon: Needham Height, MA; Heuer, B.P., (1997) Conditions That Facilitate Learning in On-line Discussion, , Doctor of Education thesis, University of Georgia, Athens, Georgia; Nardi, B.A., O'Day, V.L., (1999) Information Ecologies: Using Technology with Heart, , hrtp://www.firstmonday.dk/issues/issue4_5/nardi_chapter4.html, Cambridge, MA: MIT Press. Chapter 4: Information ecologies. [July 15, 2000]; Nozick, R., (1974) Anarchy State and Utopia, , Oxford:, Basil Blackwell; Quinn, P., (1999) Towards Maximising Learning Through Online Environments, , A discussion paper presented at 2000 and beyond: Facing new challenges. Faculty of Education Forum, Charles Sturt University, 9-10 December 1999; Sproull, L., Kiesler, S., (1992) Connections: New Ways of Working in the Networking Organisations, , MTT Press, Cambridge, MA},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ramakrishna2000203,
author={Ramakrishna, M.V.},
title={A learning by doing model for teaching advanced databases},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={203-207},
doi={10.1145/359369.359399},
note={cited By 4; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869159884&doi=10.1145%2f359369.359399&partnerID=40&md5=1799529b01ca17aee94a73708ac92723},
affiliation={School of CSSE, Monash University, Caulfield, 3145, Australia},
abstract={This paper presents a new model for teaching database subject and its evaluated outcomes, in the context of Australian undergraduate education. The model is aimed at motivating students to participate in active learning or learning by doing. In addition to the regular assessments, students were given regular homework to complete as a part of sessional assessments. These homework were designed to be in tune with learning objectives of the subject. The tutors are assigned the task of marking and providing consultation help to the students, thus no extra resources are required for the new model. This model has been well received by the students with 87% of the students expressing preference to this model over the traditional model of tutorials. There is also strong evidence, specially from the examination answers of the students, that the new model has resulted in better accomplishment of the learning outcomes as compared to the traditional model. © 2000 ACM.},
keywords={Education computing;  Students;  Teaching, Active Learning;  Learning by doing;  Learning objectives;  Learning outcome;  Traditional models;  Undergraduate education, Education},
references={Brown, G., Atkins, M., (1988) Effective Teaching in Higher Education, , Methuen, London; Fuller, R., Encouraging active learning at university (1998) The Higher Education Research and Development Society of Australia News, 20 (3), pp. 2-5. , Nov; Glatthorn, A., (1993) Learning Twice: An Introduction to the Methods of Teaching, , Harper Collins College Publishers, New York; McKernan, J., (1991) Curriculum Action Research, , http://alp.polyu.edu.hk/ar/ar_frm.html, Kogan Page, London; Morgan, B., Godfrey, B., The place of homework in an information systems tutorial (2000) Proc. of IRMA International Conference, pp. 1023-1025. , May; Szenberg, M., (1997) Passion and Craft: Economics at Work, , http://www.sims.berkeley.edu/-hal, University of Michigan Press, Ann Arbor, An article on How to Build an Economic Model in your Spare Time by H. R. Varian appears in this book},
correspondence_address1={Ramakrishna, M.V.; School of CSSE, Australia; email: rama@csse.monash.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{James2000145,
author={James, D. and Hunter, J.},
title={A streamlined system for building online presentation archives using SMIL},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={145-152},
doi={10.1145/359369.359390},
note={cited By 3; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-27144445957&doi=10.1145%2f359369.359390&partnerID=40&md5=17aef073a66eae2a1727bd0605dbebda},
affiliation={DSTC Pty Ltd, University of QueenslandQLD  4072, Australia; CITEC, Brisbane, QLD  4001, Australia},
abstract={The demand for and expectation of ubiquitous access to multimedia online learning resources are much higher amongst computer science students than in other fields of study. Previous systems providing internet access to digital video or audio recordings of lectures have been disappointing or ineffective as a learning experience or excessively complex and time-consuming from the educator's point of view. This paper describes a new approach to building an online presentation archive of lectures, based on a relatively new Recommendation from W3C called SMIL (Synchronized Multimedia Integration Language) [8]. It describes a highly efficient and integrated system for capturing, indexing, searching and delivering online presentations without relying upon proprietary technology. © 2000 ACM.},
keywords={Flexible delivery;  Metadata;  Online presentations;  SMIL;  Video},
keywords={Audio systems;  Computer graphics;  Education;  Metadata;  Multimedia systems, Computer science students;  Flexible delivery;  Online learning resources;  Online presentations;  Proprietary technologies;  SMIL;  Synchronized multimedia integration language;  Video, Electronic document exchange},
references={(2000) Automated Lecture Recordings, , http://www.artsriirnc.uwa.edu.au/rnmc/lectinyhtml, Last visited September; Cascading Style Sheets, , http://www.w3.org/Stvle/CSS/; Dublin Core Metadata Initiative, , http://purlorg/dc/; HTML+SMIL Language Profile, , httP://www.w3.orgnrR/2000AVD-5mil-bo8ton-20000622/html-smil-profile.htm]; HTML+Time 1.0 Submission, , btto://www.w3.org/Submission/1998/14/; Lore XML Database, , http//www-db.sianford.edu/lore/, Stanford University; http://www.presenter.com, Last visited September 2000; (2000) Boston Specification, , http://www.w3.org/TR/smil-boston/, W3C Working Draft 22 June; Center for Distance Education, , http://distance.uta.edu/, Last visited September 2000; Webpresenter, , http://www.webpresenter.net, Last visited September 2000; http://www.w3c.org; XML Schema, , http://www.w3.org/XML/Schema; Barker, L., (1999) Learning Climate and Learning: Comparing Face-to-Face and Online Classes. Conference on New Media in Higher Education and Learning, , The Annenberg School for Communication and The Getty Center Los Angeles, California 27-30 October; Bulterman, D.C.A., Hardman, L., Jansen, J., Sjoerd Mullender, K., Rutledge, L., GriNS: A Graphical INterface for Creating and Playing SMIL Documents (1998) Computer Networks and ISDN Systems n30, , September; Jmaella, H.J., (1998) Application of Metadata Standards to Video Indexing. Second European Conference on Research and Advanced Technology for Digital Libraries ECDL'98, , 19-23 September, Crete, Greece; Mukhopadhyay, S., Brian, S., Passive Capture and Structuring of Lectures, , http:/www2.c5.cs.comell.edu/zeno/Papera/lb/lb-mm99-final.pdf},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Pattinson199862,
author={Pattinson, C. and Dacre, T.},
title={A network model for network management teaching},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={62-66},
doi={10.1145/289393.289404},
note={cited By 4; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-22644441127&doi=10.1145%2f289393.289404&partnerID=40&md5=fd91b9d10941b82ea57d1ec6bc01c5f1},
affiliation={School of Computing, Leeds Metropolitan University, Grange, Beckett Park, Leeds, LS63QS, United Kingdom},
abstract={Experiences in teaching network management at undergraduate and post graduate levels of computer science courses has led to a recognition of the need to offer some practical experience in support of the theoretical material of the traditional course. This paper describes the development of a 'model agent', which can be programmed to present management data to a network management platform in formats and sequences which simulate a range of network devices and patterns of behaviour. The paper describes the way in which such a model agent can be programmed, and shows, by means of an example simulated network fault, how the model agents are utilized in a practical learning environment with a student (in the role of network manager) having to identify and diagnose the fault' using only data obtained from the model agents forming 'their' network. © 1998 ACM.},
keywords={Computer aided instruction;  Curricula;  Education;  Education computing;  Network management;  Teaching, Computer Science course;  Learning environments;  Management platforms;  Network modeling;  Post-graduate levels;  Practical experience;  Simulated networks;  Traditional course, Information management},
references={Hastings, N.A.J., Peacock, J.B., (1975) Statistical Distributions Butterworths; Leinwand, A., Conroy, K., (1995) Network Management: A Practical Perspective, , 2nd Ed Addison- Wesley; Stevens, W.R., (1994) TCP/IP Illustrated, 1. , Addison Wesley; (1988) Standard is 9595-2 Common Management Information Service, , International Standards Organisation, ISO Switzerland; (1988) Standard is 9596-2 Common Management Information Protocol, , International Standards Organisation, ISO Switzerland; (1990) Simple Network Management Protocol SNMP Research, , Request For Comments 1157; (1991) Management Information Base II, , Reqaest For Comments 1213, Hughes LAN Systems; (1991) Remote LAN Monitoring MIB, , Request For Comments 1271, Carnegie-Mellon University; (1996) Cmu-snmp2, , ftp://src.doc.ic.ac.uk/computing/comms/tcpip/snmp/cmu-snmp, Carnegie-Mellon University, source from; (1998) Tkined Mailing List Server Tkined- Re Quest @ Ibr. Cs.tu-bs.de, , tkined},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Berglund199740,
author={Berglund, A. and Daniels, M. and Almstrum, V.L.},
title={A smorgasbord of pedagogical dishes},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={40-46},
doi={10.1145/299359.299366},
note={cited By 0; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029646296&doi=10.1145%2f299359.299366&partnerID=40&md5=f92d021cdc1fee8d0b8022d23ab2018f},
affiliation={Dept of Computer Systems, Uppsala University, Sweden},
abstract={A smorgasbord is a style of food presentation that offers a wide variety of dishes from which the dinner guest can select according to personal preference. In this paper; we use the analogy of the smorgasbord to present a variety of pedagogical dishes that have been used for courses given by one department. In the same way the dishes on the smorgasbord can be grouped into various categories, our pedagogical dishes have been grouped into categories: Active learning, Projects, Form of examination, and Forging connections. For each dish, we discuss how it has been used, the participants, and the goals, as well as our assessment of the outcome. We hope that the reader will be inspired by the description of our pedagogical smorgasbord to extend and refine their local offerings. © 1997 ACM.},
keywords={Education computing;  Teaching, Active Learning;  Personal preferences, Education},
references={Berglund, A., Daniels, M., Lundqvist, K., Westlund, E., Encouraging active participation in programming classes (1996) 7th National Conference on College Teaching and Learning, , Florida Community College, Florida; Foyer, P.O., Berglund, A., Karlsson, V., Svardstrom, A., A full scale study with new approaches to examining the students on the engineering physics programme in Uppsala (1996) SEFI Conference on Educating the Engineer for Lifelong Learning, , Vienna, October; Booth, S., (1992) Learning to Program: A Phenomenographic Perspective, , Acta Universitatis Gothoburgensis, Gothenburg; Jacobsson, P., (1994) Quality Review-DV, , Swedish M.Sc. Programmes in Computer Science, KTH},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Churcher1997163,
author={Churcher, N. and Cockburn, A.},
title={An immersion model for software engineering projects},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={163-169},
doi={10.1145/299359.299383},
note={cited By 5; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029639738&doi=10.1145%2f299359.299383&partnerID=40&md5=37c0eb9b92df4bd16d74ae8cc129bff3},
affiliation={Department of Computer Science, University of Canterbury, Private Bag 4800, Christchurch, New Zealand},
abstract={Software development projects are an essential component of software engineering courses. They provide the opportunity for students to apply theoretical material and to gain valuable experience in an environment typical of the workplace. These benefits, however, are difficult to realise. We discuss our successful strategies for managing final-year software engineering projects in order to optimise the balance between pedagogy, course administration, and time constraints. We advocate an "immersion" model for software engineering projects. The immersion model emphasises the commercial realities of software development including activities such as reverse engineering of existing systems, extensive code re-use, team work, user-interface development, interviews with customers, meetings with management, and oral presentations. Our experiences with the immersion model have been extremely encouraging with significant improvements in the quality of student projects. © 1997 ACM.},
keywords={Computer software;  Computer software reusability;  Curricula;  Education;  Education computing;  Human resource management;  Reverse engineering;  Software engineering;  Students;  Teaching;  Technical presentations;  User interfaces, Commercial reality;  Existing systems;  Immersion models;  Oral presentations;  Software development projects;  Software engineering course;  Software engineering projects;  User interface development, Software design},
references={Dix, A., Finlay, J., Abowd, G., Beale, R., (1993) Human- Computer Interaction, , Prentice Hall; Gould, J.D., Boies, S.J., Lewis, C., Making usable, useful, productivity-enhancing applications (1991) Communications of the ACM, 34 (1), pp. 74-85; Gould, J.D., Lewis, C., Designing for usability: Key principles and what designers think (1985) Communications of the ACM, 28 (3), pp. 300-309; Ibrahim, R.L., (1995) Proc. 8th SEI CSEE Conference, , editor)., Volume 895 of Lecture Notes in Computer Science, New Orleans, LA, March, Springer-Verlag; Lewis, C., Reiman, J., (1993) Task-Centered User Interface Design: A Practical Introduction, , Shareware text via anonymous ftp from ftp.cs.Colorado.edu; Ousterhout, J.K., (1994) Tel and the Tk Toolkit, , Addison-Wesley, Reading, Massachusetts; Pierce, K.R., Rethinking academia's conventional wisdom (1993) IEEE Software, pp. 94-99. , Volume March; Planck, J., (1992) Jgraph -A Filter for Graph Plotting to Postscript, , Anonymous ftp to princeton.edu pub/jgraph.Z; Rettig, M., Prototyping for tiny fingers (1994) Communications of the ACM, 37 (4), pp. 21-27; Thimbleby, H., (1990) User Interface Design, , ACM Press, Addison-Wesley; Thorley, L., Gregory, R., (1994) Using Group Based Learning in Higher Education, , Kogan- Page},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Kearns1997224,
author={Kearns, R. and Shead, S. and Fekete, A.},
title={A teaching system for SQL},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={224-231},
doi={10.1145/299359.299391},
note={cited By 21; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951912445&doi=10.1145%2f299359.299391&partnerID=40&md5=84f8b476b3257527d2bdd02f517bc0f4},
affiliation={Basser Dept. of Computer Science, University of Sydney, Australia},
abstract={Skill in writing SQL queries is a fundamental outcome expected by industry from any university course in Database Systems. Students often have difficulty with fundamental SQL concepts such as multitable joins, aggregation and grouping. This paper describes teaching software, which supports students learning these concepts. The system, called esql, is similar to a normal query interface, except that the response to a SELECT statement is not merely to show the result, but instead to show a sequence of images, giving a step-by-step account of how the query result is determined. © 1997 ACM.},
keywords={Education;  Education computing;  Query languages;  Query processing;  Students;  Teaching, Query interfaces;  Query results;  Sequence of images;  SQL query;  Students learning;  Teaching software;  Teaching systems;  University course, Search engines},
references={Anderson, J., Boyle, C., Reiser, B., Intelligent tutoring systems (1985) Science, 228; Brown, M., Perspectives on algorithm animation (1988) Proceedings CHI 88, Human Factors in Computing Systems, , May, ACM Press; Dietrich, S., Eckert, E., Piscator, K., Win- RDBI: A windows-based relational database educational tool (1997) 28th SIGCSE Technical Symposium on Computer Science Education, 28 (1). , March, ACM Press; Guimeraes, M., Lucena, C., Cavalcanti, M., Experience using the ASA algorithm teaching system (1994) SIGCSE Bulletin, 26 (4). , Dec, ACM Press; Johnson, W., (1986) Intention - Based Diagnosis of Novice Programming Errors, , Morgan Kaufmann Publishers Inc; Kearns, R., (1995) A Teaching System for SQL, , Honours Thesis, Basser Dept. of Computer Science, University of Sydney; Lim, B., Hunter, R., DBTool: A graphical database design tool for an introductory database course (1992) 23rd SIGCSE Technical Symposium on Computer Science Education, 24 (1). , March, ACM Press; Melton, J., Simon, A., (1993) Understanding the New SQL, , Morgan Kaufmann Publishers Inc; Naps, T., Algorithm visualisation in computer science laboratories (1990) 21st SIGCSE Technical Symposium on Computer Science Education, 22 (1). , Feb, ACM Press; Rasala, R., Proulx, V., Fell, H., From animation to analysis in introductory computer science (1994) 25th SIGCSE Technical Symposium on Computer Science Education, 26 (1). , March, ACM Press; Reiser, B., Friedman, P., Gevins, J., A graphical programming language interface for an intelligent lisp tutor (1988) Proceedings CHI 88, Human Factors in Computing Systems, , May, ACM Press; Shead, S., (1994) A Teaching Environment for SQL, , Honours Thesis, Basser Dept. of Computer Science, University of Sydney},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Grundy1997170,
author={Grundy, J.C.},
title={A comparative analysis of design principles for project-based IT courses},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={170-177},
doi={10.1145/299359.299384},
note={cited By 11; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949443946&doi=10.1145%2f299359.299384&partnerID=40&md5=45847a1345689e379e3c0df2a1a390c6},
affiliation={Department of Computer Science, University of Waikato, Private Bag 3 105, Hamilton, New Zealand},
abstract={Project-based courses have become increasingly popular in Information Technology (IT) curricula. We have found the design of such courses needs to take into account a variety of desired learning outcomes in order to maximise the effectiveness of such courses. This paper describes four quite different project-based courses we have developed and run over several years, and are continuing to develop. We compare and contrast the different course objectives, group management, project characteristics, course content and student assessment used in these courses. We also reflect on the evolution of these courses and how feedback from different kinds of course evaluation is used to continue their refinement. We have our experiences will be useful for others designing or refining their own project based courses. © 1997 ACM.},
keywords={Education;  Education computing, Comparative analysis;  Course evaluations;  Course objectives;  Design Principles;  Learning outcome;  Project characteristics;  Project-based course;  Student assessment, Curricula},
references={Boud, D., Feletti, G., (1991) Challenge of Problem Based Learning, , London: Kogan Page; Brown, S., Knight, P., (1994) Assessing Learners in Higher Education, , London: Kogan Page; Chrucher, N., Cockburn, A., An immersion model for software engineering projects (1997) Second Australasian Conference on Computer Science Education, , Melbourne, July 2-4; Cohen, R.F., Menzies, T., Providing software engineering students with an experience in big computing (1994) Proceedings of the 1994 Software Engineering Education Conference, pp. 71-77. , M. Purvis Ed, IEEE CS Press, Dunedin, New Zealand, November 21-24; Cunningham, S.J., Learning to write and writing to leam: Integrating communication skills into the computing curriculum (1994) Proceedings of the 1994 Software Engineering Education Conference, pp. 306-312. , M. Purvis Ed, IEEE CS Press, Dunedin, New Zealand, November 21-24; Day, R.A., (1992) How to Write and Publish a Scientific Paper, , Oryx Press, fourth edition; Dobbie, G., Bartfai, G., Teaching software engineering in a computer science department (1996) 1996 Software Engineering: Education and Practice Conference, pp. 58-63. , IEEE CS Press, Dunedin, New Zealand, January 24-27; Ford, G., 1990 SEI report on undergraduate software engineering education (1994) Technical Report SEI-90-TR-3, Software Engineering Institute, Carnegie-Mellon University; Grundy, J.C., Experiences with facilitating student learning in a group information systems project course (1996) 1996 Software Engineering: Education and Practice Conference, pp. 12-19. , IEEE CS Press, Dunedin, New Zealand, January 24-27; Hope, S., Terry, J.E., A recursive student project to reinforce the principles of software engineering (1996) 1996 Software Engineering: Education and Practice Conference, pp. 68-75. , IEEE CS Press, Dunedin, New Zealand, January 24-27; Kemp, E.A., The role of the individual project in [16] teaching knowledg acquisition (1996) 1996 Software Engineering: Education and Practice Conference, pp. 138-143. , IEEE CS Press, Dunedin, New Zealand, January 24-27; Little, S.E., Margetson, D.B., A project-based [17] approach to information systems design for undergraduates (1989) Australian Computer Journal, 21 (2); Meinke, J.G., Augmenting a software engineering project course with oral and wiritten communications (1987) SIGCSE Bulletin, 19 (1), pp. 238-243. , January; Oudshoorn, M.J., Maciunas, K.J., Experience with a project-based approach to teaching software engineering (1994) Proceedings of the 1994 Software Engineering Education Conference, pp. 220-225. , M. Purvis, IEEE CS Press, Dunedin, New Zealand, November 21-24; Oudshoorn, M.J., Brown, A.L., Maciunas, K.J., Simulating real-life software engineering situations in the classroom (1996) 1996 Software Engineering: Education and Practice Conference, pp. 20-25. , IEEE CS Press, Dunedin, New Zealand, January 24-27; Roy, G., Verarrt, V., Software engineering education: From an engineering perspective (1996) 1996 Software Engineering: Education and Practice Conference, pp. 256-262. , IEEE CS Press, Dunedin, New Zealand, January 24-27; Veraart, V., Wright, S., Software engineering education -Adding process to projects: Theory, practice and experience (1995) Proceedings of the 2nd Asia-Pacfic Software Engineering Conference (APSEC'95), pp. 148-157. , IEEE CS Press, Bisbane, Australia, December 6-9; Veraart, V., Wright, S., Experience with a process-driven approach to software engineering 1996 Software Engineering: Education and Practice Conference, pp. 406-413. , IEEE CS Press, Dunedin, New Zealand, January 24-27 1996},
correspondence_address1={Grundy, J.C.; Department of Computer Science, Private Bag 3 105, New Zealand; email: jgrundy@cs.waikato.ac.nz},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague199791,
author={Teague, J.},
title={A structured review of reasons for the underrepresentation of women in computing},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={91-98},
doi={10.1145/299359.299374},
note={cited By 11; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901704222&doi=10.1145%2f299359.299374&partnerID=40&md5=866c69da532a8a465f06506949c7457d},
affiliation={School of Management Information Systems, Deakin University, Geelong, 32 17, Australia},
abstract={Analysis of reasons for the underrepresentation of women in computing and interventions aimed at redressing this imbalance are the subject of individual papers, conference panels, full conference sessions, and journal 'special issues'. Despite this attention, the problem continues, and even, in some countries, worsens. This review of the literature, using a framework already extensively tested in the analysis of health problems, reveals that some deterrents to women studying computing require major shifts in societal behaviour, other deterrents require community re-education, particularly with regard to the nature of computing careers and their suitability for women, and there are some deterrents that are subject to change by individuals or groups of individuals. © 1997 ACM.},
keywords={Computer applications;  Computer programming, Conference sessions;  Structured review;  Women in computing, Education computing},
references={Information Technology in Schools: Guidelines of Good Practice for Teachers 1983, , EOC, Equal Opportunities Commission; (1984) Teaching, Learning and Computers: Information Kit, , Commonwealth Schools Commission, Commonwealth Schools Commission, Canberra; Lovegrove, G., Hall, W., Where are the girls now? (1991) Women into Computing, pp. 33-44. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Grundy, F., (1996) Women and Computers, , Exeter: Intellect Books; Townsend, G.J., Viewing video-Taped role models improves female attitudes toward computer science (1996) SIGCSE Bulletin, 28 (1), pp. 42-45; Green, L.W., Kreuter, M.W., (1991) Health Promotion Planning: An Educational and Environmental Approach, , Mountain View: Mayfield Publishing Company; Teague, G.J., Clarke, V.A., Fiction and fact: Students' and professionals' perceptions of women in computer science (1991) Women, Work and Computerization: Understanding and Overcoming Bias in Work and Education, pp. 363-375. , I.V. Ericksson, B.A. Kitchenham, and K.G. Tijdens, Editors., North-Holland: Amsterdam; Gilbert, J., The best jobs in America (1994) Money, pp. 70-74; Kennedy, S., Why users hate your attitude (1994) Informatics, pp. 29-32. , February; Vehvilainen, M., Living through the boundaries of information systems expertise -A work history of a Finnish woman systems developer (1994) Women, Work and Computerization. Breaking Old Boundaries - Building New Forms, pp. 107-120. , A. Adam, et al. Editors., Elsevier: Amsterdam; Gruman, G., Getting women and minorities into computer science (1990) IEEE Software, pp. 87-89. , July:, 92; Grundy, F., Women in the computing workplace: Some impressions, in Women, Work and Computerization (1994) Breaking Old Boundaries - Building New Forms, pp. 349-363. , A. Adam, et al. Editors., Elsevier: Amsterdam; Maccoby, E.E., Jacklin, C.N., (1974) The Psychology of Sex Differences, , Stanford: Stanford University Press; Davis, C.-S., (1996) The Equity Equation, , San Francisco: Jossey-Bass Publishers; Sampson, S.N., Progress of women in employment in science related areas of work: The Australian picture, in action for equity: The second decade (1991) Contributions to the Sixth International GASAT Conference, , The University of Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; McShane, D., Women in technology in the European Community (1991) Women into Computing, pp. 377-385. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Bryant, L., Removed from power (1991) Women into Computing, pp. 56-58. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Purves, S., (1988) Primary Strategies: Continuing the Change for Equity, Careers Options for Girls, , Victoria: Ministry of Education; Careers guide '93 The Age 1993, , Melbourne; Ridgway, G.J., (1993) Computing/Mathematics at Deakin University, , Geelong Campus., Geelong: Deakin University; Couger, J.D., IS '95: Guideline for undergraduate IS curriculum (1995) MIS Quarterly, pp. 341-358. , September; The Age, Tertiary places '97 The Age 1997, , Melbourne; Durndell, A., Lightbody, P., Gender and computing: Change over time? (1993) Computers and Education, 21 (4), pp. 331-336; Klawe, M., Leveson, N., Women in computing: Where are we now? (1996) Communications of the ACM, 38 (1), pp. 29-35; Whyte, J., The dominant male (1982) The Times Educational Supplement; Liu, M.L., Blanc, L., On the retention of female computer science students (1996) SIGCSE Bulletin, 28 (1), pp. 32-36; Lovegrove, G., Southhampton WiC workshops (1991) Women into Computing, pp. 352-358. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Sadker, M., Sadker, D., (1994) Failing at Fairness: How America's Schools Cheat Girls, , New York: Macmillan Publishing Company; (1992) The AAUW Report, How Schools Shortchange Girls, , American Association of University Women Educational Foundation; Hall, R.M., Sandler, B.R., (1982) The Classroom Climate: A Chilly One for Women?, , Washington, DC: Project on the Status and Education of Women, Association of American Colleges; Tannen, D., (1990) You Just Don't Understand, , New York: Ballantine Books; Tannen, D., (1994) Talking from 9 to 5: How Women's and Men's Conversational Styles Affect Who Gets Heard, Who Gets Credit, and What Gets Done at Work, , New York: William Morrow and Co; Maccoby, E.E., Gender and relationships: A developmental account (1990) American Psychologist, 45 (4), pp. 513-520; Spertus, E., (1991) Why are There So Few Female Computer Scientists?, , MIT; Durndell, A., Paradox and practice: Gender in computing and engineering in Eastern Europe (1991) Women into Computing, pp. 392-400. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Girls and mathematics: A national statement (1991) Action for Equity: The Second Decade. Contributions to the Sixth International GASAT Conference, , Australian Association of Mathematics Teachers Inc., . Melbourne: National Key Centre for Teaching and Research in School Science and Mathematics; Staberg, E.-M., The science classroom revisited (1991) Action for Equity: The Second Decade. The Sixth International GASAT Conference, , The University of Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; Coleman, E., IT teaching in schools - gender bias in the secondary school (1991) Women into Computing, p. 96. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Milner, A., Action research: Primary schoolgirls and new technology (1991) Women into Computing, pp. 87-96. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Huber, B.R., Scaglion, R., Gender differences in computer education: A Costa Rican case study (1995) Journal of Educational Computing Research, 13 (3), pp. 271-304; Clark, S., Atkins, D., Girls into IT at stockton sixth form college, cleveland (1991) Women into Computing, pp. 331-333. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Holland, J., (1985) Making Vocational Choices: A Theory of Careers, , Englewood Cliff, NJ: Prentice-Hall; Gunson, N., Fielder, P., Does a masculine management style deter women applicants? (1991) Women into Computing, pp. 211-216. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Hermanussen, R., Overdijk, K., Technical education: Study choice and coping with the environment, a similarity-hypothesis (1991) Women, Work and Computerization: Understanding and Overcoming Bias in Work and Education, pp. 313-328. , I.V. Ericksson, B.A. Kitchenham, and K.G. Tijdens, Editors., North-Holland: Amsterdam; Henwood, F., Young women and the culture of software engineering (1991) Women into Computing, pp. 45-50. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Hanchey, C.M., Labs, learning styles, and gender (1993) The Magic of Technology: Proceedings of NECC '93, , Orlando, Florida: National Educational Computing Conference; Scantlebury, K., Kahle, J.B., Assessing the equitable science classroom (1991) Action for Equity: The Second Decade. the Sixth International GASAT Conference, , The University of Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; Greenhill, A., Asian women in IT education, an Australian examination (1996) First Australasian Conference on Computer Science Education, , University of Sydney: ACM, New York; Sandler, B.R., Hall, R.M., (1986) The Campus Climate Revisited: Chilly for Women Faculty, Administrators, and Graduate Students., , Washington, D.C.: Project on the Status and Education of Women, Association of American Colleges; Markoff, J., Hacker's world: Woman-unfriendly? (1989) International Herald Tribune; Hapnes, T., Rasmussen, B., The production of male power in computer science (1991) Women, Work and Computerization: Understanding and Overcoming Bias in Work and Education, pp. 395-406. , I.V. Ericksson, B.A. Kitchenham, and K.G. Tijdens, Editors., North-Holland: Amsterdam; Stern, M., Karraker, K.H., Sex stereotyping of infants: A review of gender labelling studies (1989) Sex Roles: A Journal of Research, 21, pp. 247-262; Anderson, L., Girls and computing - A case study (1991) Women into Computing, pp. 100-108. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Hillier, C. Unpublished DEETproject 1993; Virgo, P., Beech, C., Pearce, P., The Women into Information Technology (WIT) campaign (1991) Women into Technology, pp. 276-285. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Milne, W., Saini, J., Segal, B., Computer games: A positive introduction to IT or a terminal turn-off (1994) Women, Work and Computerization, pp. 203-207. , Breaking Old Boundaries - Building New Forms, A. Adam, et al. Editors., Elsevier: Amsterdam; Heller, R.S., Brade, K., Branz, C., The representation of women and minorities in the print media (1994) GATES, 1 (2), pp. 1-7; Ruffin, C., Clarke, V., Sex role messages and the computing media (1992) Twenty-first Meeting of Australian Social Psychologists; Hawkins, J., Honey, M., Moeller, B., Traditional sex roles plague the computer age (1989) International Herald Tribune, , Letter to the editor; Leeming, A., IT: Issues including role models and routes to promotion (1991) Women into Computing, pp. 217-220. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Sanders, I., Galpin, V., A survey of attitudes to computing at the University of Witwatersrand (1994) Women, Work and Computerization, pp. 209-223. , Breaking Old Boundaries - Building New Forms, A. Adam, et al. Editors., Elsevier: Amsterdam; Saunders, J., McGinnis, M., Encouragement needed (1989) International Herald Tribune, , Letter to the editor; Frenkel, K.A., Women and computing (1990) Communications of the ACM, 11 (11), pp. 34-46; Pearl, A., Becoming a computer scientist (1990) Communications of the ACM, 33 (11), pp. 47-57; Hemenway, K., Human nature and the glass ceiling in industry (1995) Communications of the ACM, 38 (1), pp. 55-62; Edgar-Nevill, V., Management: Practical experiences in the UK and Canada (1991) Women into Computing, pp. 301-309. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Whiteside, C., Industrial placements: Women's experience (1991) Women into Computing, pp. 208-210. , G. Lovegrove and B. Segal, Editors., Springer- Verlag: London; Durndell, A., The persistence of the gender gap in computing (1991) Computers and Education, 16 (4), pp. 283-287; Clarke, V.A., Chambers, S.M., Gender-based factors in computing enrolments and achievements: Evidence from a study of tertiary students (1989) Journal of Educational Computing Research, 5, pp. 409-429; Buckner, K., Information technology -Art or science (1991) Women into Computing, pp. 221-226. , G. Lovegrove and B. Segal, Editors., Springer- Verlag: London; Shipp, K., Sutton, D., An analysis of attempts to remember that some students are female (1991) Women into Computing, pp. 173-187. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Shashaani, L., Gender-based differences in attitudes towards computers (1993) Computers and Education, 20 (2), pp. 169-181; Busch, T., Gender differences in self-efficacy and attitudes toward computers (1995) Journal of Educational Computing Research, 12 (2), pp. 147-158; Kahn, S.E., Schroeder, A.S., Counsellor bias in occupational choice for female students (1980) Canadian Counsellor, 14, pp. 156-159; Klein, L.S., Female students' underachievement in computer science and mathematics: Reasons and recommendations (1992) Search of Gender Free Paradigms for Computer Science Education, pp. 47-56. , C.D. Martin and E. Murchie-Beyma, Editors., NECC Monograph: Eugene, Oregan; Clarke, V.A., Strategies for involving girls in computer science (1992) Search of Gender Free Paradigms for Computer Science Education, pp. 71-86. , C.D. Martin and E. Murchie-Beyma, Editors., NECC Monograph: Eugene, Oregan; Bell, M., By George, she's got IT, in women, work and computerization (1994) Women, Work and Computerization. Breaking Old Boundaries - Building New Forms, pp. 225-230. , A. Adam, et al. Editors., Elsevier: Amsterdam; Miura, I.T., Hess, R.D., Enrollment differences in computer camps and summer schools (1984) Computing Teacher, 11 (8), p. 22; Colley, A.M., Gale, M.T., Harris, T.A., Effects of gender role identity and experience on computer attitude components (1994) Journal of Educational Computing Research, 10 (2), pp. 129-137; Sackrowitz, M.G., Parelius, A.P., An unlevel playing field: Women in the introductory computer science courses (1996) SIGCSE Bulletin, 28 (1), pp. 37-41; Gaskell, P.J., Participation in senior level mathematics and science courses and the issue of gender (1993) Transforming Science and Technology: Our Future Depends on It. Contributions to the Seventh GASAT Conference, , University of Waterloo, Ontario, Canada; Mackinnon, A.G., Autonomy and control: Women, work and computerization (1991) Women, Work and Computerization: Understanding and Overcoming Bias in Work and Education, pp. 113-124. , I.V. Ericksson, B.A. Kitchenham, and K.G. Tijdens, Editors., North-Holland: Amsterdam; Looney, V., Women: The hidden users of computers (1991) Women into Computing, pp. 227-232. , G. Lovegrove and B. Segal, Editors., Springer- Verlag: London; Shackleton, P., Craig, A., The performance of women in programming subjects: Not what it ought to be (1993) Networking for the 90's: The Second Women in Computing Conference, , Melbourne: Victoria University of Technology; Vedantham, A., (1990) A Hostile Educational Environment, , MIT; Beardon, C., Women into computing: Some experience from New Zealand (1991) Women into Computing, pp. 401-406. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Lim, K., Wong, M., A study of academic performance of male and female students in a computer studies course (1991) Action for Equity: The Second Decade, Contributions to the Sixth International GASAT Conference, , Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; Gibson, R., Hartnett, J., Escaping the stereotype: Is it harder for girls? (1993) Networking in the 90's -The Second Women in Computing Conference, , Melbourne: Victoria University of Technology; Hegerty-Hazel, E., Science specific factors for women and men who discontinue first year university studies in science and engineering (1991) Action for Equity: The Second Decade. the Sixth International GASAT Conference., , The University of Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; Jones, S., Why do we want to see more women in computing? (1991) Women into Computing, pp. 59-65. , G. Lovegrove and B. Segal, Editors., Springer- Verlag: London; Lyons, M.L., The DP psyche (1985) Datamation, pp. 103-110. , August 15; Watt, H.D., SWIM: Scottish women returners study information technology management (1991) Women into Computing, pp. 250-256. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Myers, I.B., McCaulley, M.H., (1985) Manual: A Guide to the Development and Use of the Myers- Briggs Type Indicator, , Palo Alto, CA: Consulting Psychologists Press, Inc; Morgan, K., Computer attitudes, interface preference and simple task performance (1991) Women into Computing, pp. 161-172; Watt, H.D., Profile of glasgow "WiC" girls (1991) Women into Computing, pp. 124-129. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Glissov, P., The gender gap in secondary school computer use (1991) Women into Computing, pp. 130-144. , G. Lovegrove and B. Segal, Editors., Springer- Verlag: London; Clayton, D., Cranston, M., Lynch, T., Attracting and retaining females in information technology courses (1996) First Australasian Conference on Computer Science Education, , University of Sydney: ACM, New York; Tidwell, J., (1990) Hackers in the Garden: A Case Study of Women in Computer Engineering, , MIT; Daigle, R.J., Doran, M.V., Pardue, J.H., Integrating collaborative problem solving throughout the curriculum (1996) SIGSCE Bulletin, 28 (1), pp. 237-241; Tucker, A.B., (1991) Computing Curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force, , ed., ACM Press; Attracting women returners in computing (1991) Women into Computing, pp. 22-28. , Baroness Piatt of Writtle, G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Craig, A., Working towards balance: Encouraging women to participate in information technology courses in Australia (1996) GATES, 3 (1), pp. 30-38; Paay, J., Gibson, R., Hartnett, J., Not (the power of one): Building networks with a mentor scheme (1993) Networking in the 90's: Proceedings of the 2nd Women in Computing Conference, , Melbourne: Victoria University of Technology; Sanders, I., A peer-Tutoring programme in computer science at the University of the Witwatersrand (1995) GATES, 2 (1), pp. 38-46; Bansal, J.K., Making a place for women in computing (1991) Women into Computing, pp. 196-200. , G. Lovegrove and B. Segal, Editors., Springer- Verlag: London; Stapleton, J., Williams, S., Goodwin, J., WISE UP: A new course for women returners run at Reading Women into Computing, pp. 257-263. , G. Lovegrove and B. Segal, Editors. 1991, Springer- Verlag: London; Baylor, S.J., Graduate fellowship programs (1995) Communications of the ACM, 38 (1), pp. 37-42; Foster, J., Women into computing: The need for positive action now (1991) Women into Computing, pp. 1-7. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Krueger, K., Melding work and family (1996) Management, pp. 5-6. , May; Shirley, S., Beyond the great divide (1991) Women into Computing, pp. 8-13. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Arrowsmith, C., Networking and the UK federation of business and professional women (1991) Women into Computing, pp. 286-293. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Sivaswamy, J., A local approach to increasing women's participation in engineering (1996) GATES, 3 (2). , p. In press; Diwanji, P., Corporate supported women's groups (1995) Communications of the ACM, 28 (1), p. 36; Goyal, A., Mentoring resources and programs for women (1995) Communications of the ACM, 38 (1), pp. 66-67; Borg, A., Women defining technology for the 21st century: A report from America (1994) Women, Work and Computerization. Breaking Old Boundaries - Building New Forms, pp. 231-238. , A. Adam, et al. Editors., Elsevier: Amsterdam; Clarke, V., Teague, J., Characterizations of computing careers: Students and professionals disagree (1996) Computers and Education, 24 (4), pp. 241-246; Jones, T., Clarke, V.A., Diversity as a determinant of attitudes: A possible explanation of the apparent advantage of single-sex settings (1994) Journal of Educational Computing Research, 12 (1), pp. 51-64; Girls and mathematics research unit (1987) Proceedings of the GASAT Conference 1987, , Girls and Mathematics Research Unit 87., . University of London; Beyer, K., Gender, science anxiety and learning styles (1991) Action for Equity: The Second Decade. the Sixth International GASAT Conference, , The University of Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; Johnson, J., Arnold, D., Initiatives for recruitment of female undergraduates (1991) Women into Computing, pp. 201-207. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Whiteside, S.P., Attitudes to computers and information technology: A case study of speech and language therapy students at Sheffield University (1994) Women, Work and Computerization. Breaking Old Boundaries - Building New Forms, pp. 239-253. , A. Adam, et al. Editors., Elsevier: Amsterdam; Dipilla, J., Single sex grouping in mathematics and science (1991) Action for Equity: The Second Decade. the Sixth International GASAT Conference, , The University of Melbourne, Australia: Key Centre for Teaching and Research in School Science and Mathematics; Sears, E.C.P., Encouraging women returners into computing courses in higher education (1991) Women into Computing, pp. 233-239. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; MacGregor, J., Getting women into computing (1991) Women into Computing, pp. 20-21. , G. Lovegrove and B. Segal, Editors., Springer-Verlag: London; Fothergill, A., Telework: Women's experience and utilisation of information technology in the home (1994) Women, Work and Computerization, pp. 333-347. , Breaking Old Boundaries - Building New Forms, A. Adam, et al. Editors., Elsevier: Amsterdam},
correspondence_address1={Teague, J.; School of Management Information Systems, Australia; email: joyt@deakin.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Carbone1997141,
author={Carbone, A.},
title={Attracting and retaining the best students - A first year advanced students' project scheme},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={141-148},
doi={10.1145/299359.299380},
note={cited By 2; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-24944497764&doi=10.1145%2f299359.299380&partnerID=40&md5=532e82296b55326b6407ba03ff0d9545},
affiliation={Department of Computer Science, Monash University, Australia},
abstract={In 1996 the Department of Computer Science, Monash University, implemented a First Year Advanced Students' Project Scheme aimed at extending and stimulating its best first year students. This paper describes the goals of the scheme, the nature of the projects, how the projects challenged the students and extended their skills into other areas of Computer Science. A perspective of the Scheme is given by the supervisors along with how the Scheme might be integrated into the first year curriculum. © 1997 ACM.},
keywords={Education computing, First year;  First year students;  First-year curriculum;  Students' projects, Students},
references={Conway, D., The evolution of a mentoring scheme (1996) The Proceedings of the First Australasian Conference on Computer Science Education (ACSE'96), pp. 238-245. , Sydney, Jul; Mitchell, I., Macdonnell, I., Gunn, F., Carbone, A., Helpless isolated and underpaid: Turning Computer Science demonstrators into teachers (1996) Proceedings of Australasian Science Education Research Association (ASERA), , Canberra, Jun; http://www.cs.monash.edu.au/~angelayprojects96/adv.html; Carbone, A., A first year advanced student's project scheme (1997) Technical Report 97/314, Monash University, , Department of Computer Science, Mar; Hadgraft, R.G., Problem based learning - making it work (1992) 4th Annual Conference of the Australasian Association for Engineering Education, pp. 134-139. , Brisbane, Dec; Teague, J., Clarke, V., Improving gender equity in computing programmes: Some suggestions for increasing female participation and retention rates (1996) The Proceedings of the First Australasian Conference on Computer Science Education (ACSE'96), pp. 164-170. , Sydney, Jul; Clayton, D., Cranston, M., Lynch, T., Attracting and retaining females in information technology courses (1996) The Proceedings of the First Australasian Conference on Computer Science Education (ACSE'96), pp. 177-182. , Sydney, Jul},
correspondence_address1={Carbone, A.; Department of Computer Science, Australia; email: angela@cs.monash.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Coleman19967,
author={Coleman, J.N. and Burns, F.P. and Kinniment, D.J. and Butler, T.J. and Koelmans, A.M.},
title={A self-taught computer engineering course},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={7-12},
doi={10.1145/369585.369587},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053353534&doi=10.1145%2f369585.369587&partnerID=40&md5=8c1bbd461f14f08042382b1480072e9f},
correspondence_address1={Coleman, J.N.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rogers199689,
author={Rogers, B. and Treweek, P. and Cunningham, S.J.},
title={A non-linear, criterion-referenced grading scheme for a computer literacy course},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={89-94},
doi={10.1145/369585.369599},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053352549&doi=10.1145%2f369585.369599&partnerID=40&md5=f5bd264046684c9262dfc562ad5ce3a0},
correspondence_address1={Rogers, B.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Zhou1996223,
author={Zhou, W.},
title={A tool for assisting the understanding of distributed programs},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={223-230},
doi={10.1145/369585.369626},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053341530&doi=10.1145%2f369585.369626&partnerID=40&md5=19fdeaa76968002991d5b134796ec4cd},
correspondence_address1={Zhou, W.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sanders199647,
author={Sanders, D. and Shung, E.H.},
title={An interactive tutorial for UNIX},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={47-52},
doi={10.1145/369585.369593},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053340075&doi=10.1145%2f369585.369593&partnerID=40&md5=da7f2140f56367868a42add41c1ce9de},
correspondence_address1={Sanders, D.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Leach1996209,
author={Leach, R.J.},
title={A graduate course in software reuse},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={209-215},
doi={10.1145/369585.369622},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053316259&doi=10.1145%2f369585.369622&partnerID=40&md5=0f41bbc207ff163168001d2c6070faa0},
correspondence_address1={Leach, R.J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Bell1996295,
author={Bell, T.},
title={An authentic task based computer literacy course},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={295-301},
doi={10.1145/369585.369654},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053310531&doi=10.1145%2f369585.369654&partnerID=40&md5=278ccd984ef8012118054cca79acbdc9},
correspondence_address1={Bell, T.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Channon1996323,
author={Channon, D.},
title={A graphical restricted instructional programming environment},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={323-330},
doi={10.1145/369585.369663},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053301627&doi=10.1145%2f369585.369663&partnerID=40&md5=7898598ccc0e184ccdf4a5c3550773ab},
correspondence_address1={Channon, D.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hoang1996147,
author={Hoang, D. and Greening, T. and Kummberfeld, B.},
title={A lab-based computer networking course at the University of Sydney},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={147-152},
doi={10.1145/369585.369609},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053286819&doi=10.1145%2f369585.369609&partnerID=40&md5=6cf9bfa17f801399cf84002f80026980},
correspondence_address1={Hoang, D.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Maheshwari1996246,
author={Maheshwari, P.},
title={Assessing students to diagnose difficulties in learning various programming paradigms and languages},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={246-253},
doi={10.1145/369585.369632},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029632659&doi=10.1145%2f369585.369632&partnerID=40&md5=14d7351bec645f3a72097567640373f8},
correspondence_address1={Maheshwari, P.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rodrigues199695,
author={Rodrigues, C. and Atchison, M.},
title={A case-study based approach to assessment of systems design and implementation},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={95-102},
doi={10.1145/369585.369600},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85001552956&doi=10.1145%2f369585.369600&partnerID=40&md5=3acbce627fc415a7539bae15117ff2a5},
correspondence_address1={Rodrigues, C.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Reinfelds1996135,
author={Reinfelds, J.},
title={A logical foundation course for CS majors},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={135-140},
doi={10.1145/369585.369607},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84950129793&doi=10.1145%2f369585.369607&partnerID=40&md5=be34dd6a7f6722c556e8eb2ae9a78a97},
correspondence_address1={Reinfelds, J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Goold199660,
author={Goold, A. and Horan, P.},
title={A new approach to introducing software engineering},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={60-65},
doi={10.1145/369585.369595},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948451022&doi=10.1145%2f369585.369595&partnerID=40&md5=f55dbcd648b66de6eb8f645f7d9ed28b},
correspondence_address1={Goold, A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Greenhill1996171,
author={Greenhill, A. and Von Hellens, L. and Nielsen, S. and Pringle, R.},
title={Asian women in IT education, an Australian examination},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={171-176},
doi={10.1145/369585.369613},
note={cited By 7; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889551651&doi=10.1145%2f369585.369613&partnerID=40&md5=f9e8378818d027a156559ddca6fe13fa},
correspondence_address1={Greenhill, A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Clayton1996177,
author={Clayton, D. and Cranston, M. and Lynch, T.},
title={Attracting and retaining females in information technology courses},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={177-182},
doi={10.1145/369585.369614},
note={cited By 6; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869121697&doi=10.1145%2f369585.369614&partnerID=40&md5=c71333b95ea0adc57d4b346359ff29c9},
keywords={computing;  females;  information technology;  participation;  retention},
correspondence_address1={Clayton, D.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cerpa19961,
author={Cerpa, N. and Shepherd, J.},
title={A cognitive model for facilitating the teaching of computer programming skills},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={1-6},
doi={10.1145/369585.369586},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3943099645&doi=10.1145%2f369585.369586&partnerID=40&md5=3057f06b606c2e6d2d79f546356da214},
correspondence_address1={Cerpa, N.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Slone1996344,
author={Slone, A.M. and Dyreson, C.},
title={An interactive self-paced learning environment for the World Wide Web},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={344-351},
doi={10.1145/369585.369667},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-24944576202&doi=10.1145%2f369585.369667&partnerID=40&md5=93eef4eda11658ac03d6a803fb50f16e},
correspondence_address1={Slone, A.M.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Imbulpitiya202121,
author={Imbulpitiya, A. and Whalley, J. and Senapathi, M.},
title={Examining the Exams: Bloom and Database Modelling and Design},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={21-29},
doi={10.1145/3441636.3442301},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103262649&doi=10.1145%2f3441636.3442301&partnerID=40&md5=f27c41287c0be2158c05bf320f76d8ec},
affiliation={Auckland University of Technology, New Zealand},
abstract={This paper presents the development of an initial framework for the classification and analysis of questions in database modelling and design examinations. Guidelines are provided for the classification of these questions using the revised Bloom's taxonomy of educational objectives. We report the results of applying the classification scheme to 122 questions from 19 introductory database examinations. We found that there was little variation in the topics and question styles employed and that the degree to which design and modelling is assessed in a typical introductory undergraduate database course's examination varies widely. We also found gaps in the intellectual complexity of the questions with the examinations failing to provide questions at the analyse and evaluate levels of the revised Bloom's taxonomy. © 2021 ACM.},
keywords={Bloom's taxonomy;  database design;  database modelling;  examination papers;  introductory},
keywords={Blooms (metal);  Database systems;  Education computing;  Taxonomies, Bloom's taxonomy;  Classification scheme;  Database course;  Educational objectives, Curricula},
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New York, NY, USA; Wagner, P., Teaching data modeling (2005) Proceedings of the 10th Annual Sigcse Conference on Innovation and Technology in Computer Science Education-ITiCSE ', 5, p. 168. , https://doi.org/10.1145/1067445.1067493, ACM Press, New York, New York, USA; Wang, J., Chen, H., Research and practice on the teaching reform of database course (2014) Proceedings of the 2014 International Conference on Education Reform and Modern Management, 3, pp. 35-37. , https://doi.org/10.2991/ermm-14.2014.63, Atlantis Press, Paris, France; Wang, N., Ma, C., Teaching reform on database course for science laboratory class (2017) 2017 12th International Conference on Computer Science and Education (ICCSE)., pp. 310-313; Whalley, J.L., Lister, R., The bracelet 2009. 1 (wellington) specifcation (2009) Proceedings of the Eleventh Australasian Conference on Computing Education, 95, pp. 9-18. , Australian Computer Society, Inc; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Ajith Kumar, P.K., Prasad, C., An australasian study of reading and comprehension skills in novice programmers, using the bloom and solo taxonomies (2006) 8th Australasian Conference on Computing Education, 52, pp. 243-252. , Australian Computer Society, Inc., Hobart, Australia; Woodford, K., Bancroft, P., Multiple choice questions not considered harmful (2005) Proceedings of the 7th Australasian Conference on Computing Education-Volume 42 (Newcastle, New South Wales, Australia) (ACE '05), pp. 109-116. , Australian Computer Society, Inc., AUS; Ying, F., Research on blended learning mode based on the micro-lecture in database application (2016) Review of Computer Engineering Studies, 3 (3), pp. 62-66. , 2016},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Zhang202158,
author={Zhang, J. and Wong, C. and Giacaman, N. and Luxton-Reilly, A.},
title={Automated Classification of Computing Education Questions using Bloom's Taxonomy},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={58-65},
doi={10.1145/3441636.3442305},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103240446&doi=10.1145%2f3441636.3442305&partnerID=40&md5=f23f01ced542146cb0b5c2b959379707},
affiliation={The University of Auckland, New Zealand},
abstract={Bloom's taxonomy is a well-known and widely used method of classifying assessment tasks. However, the application of Bloom's taxonomy in computing education is often difficult and the classification often suffers from poor inter-rater reliability. Automated approaches using machine learning techniques show potential, but their performance is limited by the quality and quantity of the training set. We implement a machine learning model to classify programming questions according to Bloom's taxonomy using Google's BERT as the base model, and the Canterbury QuestionBank as a source of questions categorised by computing education experts. Our results demonstrate that the model was able to successfully predict the categories with moderate success, but was more successful in categorising questions at the lower levels of Bloom's taxonomy. This work demonstrates the potential for machine learning to assist teachers in the analysis of assessment items. © 2021 ACM.},
keywords={Assessment;  Bloom's Taxonomy;  Computing Education;  Machine Learning;  MCQ},
keywords={Blooms (metal);  Machine learning;  Taxonomies;  Turing machines, Assessment tasks;  Automated approach;  Automated classification;  Bloom's taxonomy;  Computing education;  Inter-rater reliabilities;  Machine learning models;  Machine learning techniques, Education computing},
references={Abduljabbar, D.A., Omar, N., Exam questions classif-cation based on bloom's taxonomy cognitive level using classifers combination (2015) Journal of Theoretical and Applied Information Technology, 78 (3), p. 447. , 2015; Abran, A., Moore, J.W., Bourque, P., Dupuis, R., Tripp, L., Software engineering body of knowledge (2004) Ieee Computer Society, Angela Burgess, , 2004; Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: Handbook I. Cognitive Domain, , New York: David McKay 1956; Buck, D., Stucki, D.J., Design early considered harmful: Graduated exposure to complexity and structure based on levels of cognitive development (2000) Acm Sigcse Bulletin, 32 (1), pp. 75-79. , 2000; Chinn, D., De Raadt, M., Philpott, A., Sheard, J., Laakso, M.-J., D'Souza, D., Skene, J., Lister, R., Introductory programming: Examining the exams (2012) Proceedings of the Fourteenth Australasian Computing Education Conference-Volume 123., pp. 61-70; Clark, D., Testing programming skills with multiple choice questions (2004) Informatics in Education-An International Journal, 3 (2), pp. 161-178. , 2004; Cortes, C., Vapnik, V., Support-vector networks (1995) Machine Learning, 20 (3), pp. 273-297. , 1995; Davies, M., Fleiss, J.L., Measuring agreement for multinomial data (1982) Biometrics, pp. 1047-1051. , 1982; Devlin, J., Chang, M.-W., Lee, K., Toutanova, K., (2018) Bert: Pre-Training of Deep Bidirectional Transformers for Language Understanding, , arXiv preprint, 2018; Fincher, S., Kölling, M., Utting, I., Brown, N., Stevens, P., Repositories of teaching material and communities of use: Nifty assignments and the greenroom (2010) Proceedings of the Sixth International Workshop on Computing Education Research., pp. 107-114; Haris, S.S., Omar, N., A rule-based approach in bloom's taxonomy question classifcation through natural language processing (2012) 2012 7th International Conference on Computing and Convergence Technology (ICCCT), pp. 410-414; Jones, K.O., Harland, J., Reid, J.M.V., Bartlett, R., Relationship between examination questions and bloom's taxonomy (2009) 2009 39th Ieee Frontiers in Education Conference, pp. 1-6; Krathwohl, D.R., Anderson, L.W., (2009) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Longman; Lister, R., On blooming frst year programming, and its blooming assessment (2000) Proceedings of the Australasian Conference on Computing Education., pp. 158-162; Lister, R., Objectives and objective assessment in cs1 (2001) Acm Sigcse Bulletin, 33 (1), pp. 292-296. , 2001; Lister, R., Leaney, J., Introductory programming, criterion-referencing, and bloom (2003) Proceedings of the 34th Sigcse Technical Symposium on Computer Science Education., pp. 143-147; Mitchell, S.M., Lutters, W.G., Assessing the value of computer science course material repositories (2006) 19th Conference on Software Engineering Education and Training Workshops (CSEETW'06), p. 2; Oliver, D., Dobele, T., Greber, M., Roberts, T., This course has a bloom rating of 3.9 (2004) Proceedings of the Sixth Australasian Conference on Computing Education-Volume 30, pp. 227-231. , Australian Computer Society, Inc; Omar, N., Haris, S.S., Hassan, R., Arshad, H., Rahmat, M., Faridatul, N., Zainal, A., Zulkifi, R., Automated analysis of exam questions according to bloom's taxonomy (2012) Procedia-Social and Behavioral Sciences, 59, pp. 297-303. , 2012; Patil, S.K., Shreyas, M.M., A comparative study of question bank classifcation based on revised bloom's taxonomy using svm and k-nn (2017) 2017 2nd International Conference on Emerging Computation and Information Technologies (ICECIT), pp. 1-7; 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Thompson, E., Luxton-Reilly, A., Whalley, J.L., Hu, M., Robbins, P., Bloom's taxonomy for cs assessment (2008) Proceedings of the Tenth Conference on Australasian Computing Education-Volume 78., pp. 155-161; Vaswani, A., Shazeer, N., Parmar, N., Uszkoreit, J., Jones, L., Gomez, A.N, Kaiser, L., Polosukhin, I., Attention is all you need (2017) Advances in Neural Information Processing Systems., pp. 5998-6008; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An australasian study of reading and comprehension skills in novice programmers, using the bloom and solo taxonomies (2006) Conferences in Research and Practice in Information Technology Series; Yahya, A.A., Osman, A., Taleb, A., Alattab, A.A., Analyzing the cognitive level of classroom questions using machine learning techniques (2013) Procedia-Social and Behavioral Sciences, 97, pp. 587-595. , https://doi.org/10.1016/j.sbspro.2013.10.277, 2013, The 9th International Conference on Cognitive Science; 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publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cheers202021,
author={Cheers, H. and Lin, Y. and Smith, S.P.},
title={Detecting pervasive source code plagiarism through dynamic program behaviours},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={21-30},
doi={10.1145/3373165.3373168},
note={cited By 5; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079330675&doi=10.1145%2f3373165.3373168&partnerID=40&md5=d1f802d0aa6e454d483d75a661d6f74c},
affiliation={University of Newcastle, Callaghan, NSW, Australia},
abstract={Source code plagiarism is a persistent problem in undergraduate computer science education. Unfortunately, it is a widespread phenomena with many students plagiarising either because they are unwilling or incapable of completing their own work. Many source code plagiarism detection tools have been proposed to identify suspected cases of source code plagiarism. However, these tools are not resilient to pervasive plagiarism-hiding transformations that significantly change the structure of source code. In this paper, two case studies are presented that explore how resilient current source code plagiarism detection tools are to plagiarism-hiding transformations. Furthermore, an evaluation of a new advanced technique for source code plagiarism detection is presented to show that is it possible to identify pervasive cases of source code plagiarism. The results of this evaluation indicate the technique is robust in its ability to identify the same program after it has been transformed. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Program similarity;  Source code obfuscation;  Source code plagiarism detection},
keywords={Computer programming languages;  Education computing;  Inspection equipment;  Intellectual property, Case-studies;  Computer Science Education;  Current sources;  Dynamic programs;  Program similarity;  Source code plagiarisms;  Source codes, Codes (symbols)},
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Data Min., 3 (2), pp. 121-135. , http://dx.doi.org/10.1504/IJBIDM.2008.020514, September 2008; Kustanto, C., Liem, I., Automatic source code plagiarism detection (2009) Proceedings of the 2009 10th ACIS International Conference on Software Engineering, Artificial Intelligences, Networking and Parallel/Distributed Computing, pp. 481-486. , https://doi.org/10.1109/SNPD.2009.62; Chen, X., Francia, B., Li, M., McKinnon, B., Seker, A., Shared information and program plagiarism detection (2004) IEEE Transactions on Information Theory, 50 (7), pp. 1545-1551. , https://doi.org/10.1109/TIT.2004.830793, July 2004; Ain, Q.U., Butt, W.H., Anwar, M.W., Azam, F., Maqbool, B., A systematic review on code clone detection (2019) IEEE Access, 7, pp. 86121-86144. , https://doi.org/10.1109/ACCESS.2019.2918202, May 2019; Cheers, H., Lin, Y., Smith, S.P., Spplagiarise: A tool for generating simulated semantics-preserving plagiarism of Java source code (2019) Proceedings of the 10th IEEE International Conference on Software Engineering and Service Science (ICSESS 2019), , IEEE, in press; Cheers, H., (2019) Data Set 2 - How to Detect Advanced Source Code Plagiarism, , https://github.com/hjc851/Dataset2-HowToDetectAdvancedSourceCodePlagiarism, Retrieved October 10 2019 from; Ahadi, A., Mathieson, L., A comparison of three popular source code similarity tools for detecting student plagiarism (2019) Proceedings of the Twenty-First Australasian Computing Education Conference (ACE'19), pp. 112-117. , https://doi.org/10.1145/3286960.3286974, ACM, New York, NY, USA; Ester, M., Kriegel, H.-P., Sander, J., Xu, X., A density-based algorithm for discovering clusters in large spatial databases with noise (1996) Proceedings of the Second International Conference on Knowledge Discovery and Data Mining (KDD-96), pp. 226-231. , AAAI Press; Cheers, H., Lin, Y., Smith, S.P., A novel approach for detecting logic similarity in plagiarised source code (2019) Proceedings of the 10th IEEE International Conference on Software Engineering and Service Science (ICSESS 2019), , IEEE, in press; Baldoni, R., Coppa, E., D'elia, D.C., Demetrescu, C., Finocchi, I., A survey of symbolic execution techniques (2018) ACM Comput. Surv., 51 (3), p. 39. , https://doi.org/10.1145/3182657, Article May 2018; Kurniawan, A., Abbas, B.S., Trisetyarso, A., Isa, S.M., Static taint analysis traversal with object oriented component for web file injection vulnerability pattern detection (2018) Procedia Computer Science, 135 (2018), pp. 596-605},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{O'Malley2020177,
author={O'Malley, C. and Aggarwal, A.},
title={Evaluating the use and effectiveness of ungraded practice problems in an introductory programming course},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={177-184},
doi={10.1145/3373165.3373185},
note={cited By 0; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079328552&doi=10.1145%2f3373165.3373185&partnerID=40&md5=f11e5f9e1cd94612c4a31ca08efba955},
affiliation={Department of Engineering Education, University of Florida, Gainesville, FL, United States},
abstract={Educational researchers have been interested in finding out factors which are pivotal in a students' success within any course. However, less is known about students' engagement with optional course content and its effect on learning outcomes. Optional content is any ungraded component of the course available to students for additional practice. In our context, it is ungraded quizzes based on concepts discussed in an introductory programming course. In this paper, we present the methodology, analysis, and results of a study concerned with how students engage with optional quizzes and what effects this content may have on students' learning. We find that before the midterm exam, over half of all students completed at least one quiz of the four available, while a third of students completed all available quizzes. Leading up to the midterm exam, we observed a large increase in submissions. During the second half of the semester, overall participation decreased slightly. Again, leading up to the final exam, students' submissions became more frequent. When investigating correlations between quiz completion and student performance, notable differences were observed between the highest and lowest levels of quiz completion. The results of this study will help computer science educators in understanding how students utilize optional content similar to ours and further guide in improving the effectiveness of such content, especially in the context of introductory programming courses. These insights will help to guide the creation and implementation of optional practice problems, with the goal to improve the student's overall experience of the course. © 2020 Copyright is held by the owner/author(s). Publication rights licensed to ACM. ACM 978-1-4503-7686-0/20/02…$15.00},
keywords={Course approach;  CS1;  Non-majors;  Optional programming exercises;  Practice},
keywords={Computer programming;  Curricula;  Education computing, Course approach;  Introductory programming course;  Learning outcome;  Non-majors;  Practice;  Programming exercise;  Student performance;  Students' engagements, Students},
references={Allen, J.M., Vahid, F., Downey, K., Edgcomb, A., Weekly programs in a CS1 class: Experiences with Auto-graded Many-small Programs (MSP) (2018) Proceedings of 2018 ASEE Annual Conference & Exposition, , https://peer.asee.org/31231; Allen, J.M., Vahid, F., Edgcomb, A., Downey, K., Miller, K., An analysis of using many small programs in CS1 (2019) Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), pp. 585-591. , https://doi.org/10.1145/3287324.3287466, ACM, New York, NY, USA; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) SIGCSE Bull, 39 (2), pp. 32-36. , https://doi.org/10.1145/1272848.1272879, June 2007; Camp, T., Zweben, S., Walker, E., Barker, L., Booming enrollments: Good times? (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), pp. 80-81. , https://doi.org/10.1145/2676723.2677333, ACM, New York, NY, USA; Cicirello, V.A., On the role and effectiveness of pop quizzes in CS1 (2009) Proceedings of the 40th ACM Technical Symposium on Computer Science Education (SIGCSE '09), pp. 286-290. , https://doi.org/10.1145/1508865.1508971, ACM, New York, NY, USA; Dazo, S.L., Stepanek, N.R., Fulkerson, R., Dorn, B., An empirical analysis of video viewing behaviors in flipped CS1 courses (2016) Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 106-111. , https://doi.org/10.1145/2899415.2899468, ACM, New York, NY, USA; Edgcomb, A., Vahid, F., Lysecky, R., Lysecky, S., Getting students to earnestly do reading, studying, and homework in an introductory programming class (2017) Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE '17), pp. 171-176. , https://doi.org/10.1145/3017680.3017732, ACM, New York, NY, USA; Edwards, S.H., Murali, K.P., Kazerouni, A.M., The relationship between voluntary practice of short programming exercises and exam performance (2019) Proceedings of the ACM Conference on Global Computing Education (CompEd '19), pp. 113-119. , https://doi.org/10.1145/3300115.3309525, ACM, New York, NY, USA; Khosravi, H., Cooper, K.M.L., Using learning analytics to investigate patterns of performance and engagement in large classes (2017) Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE '17), pp. 309-314. , https://doi.org/10.1145/3017680.3017711, ACM, New York, NY, USA; Latulipe, C., Rorrer, A., Long, B., Longitudinal data on flipped class effects on performance in CS1 and retention after CS1 (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE '18), pp. 411-416. , https://doi.org/10.1145/3159450.3159518, ACM, New York, NY, USA; Leppänen, L., Leinonen, J., Ihantola, P., Hellas, A., Predicting academic success based on learning material usage (2017) Proceedings of the 18th Annual Conference on Information Technology Education (SIGITE '17), pp. 13-18. , https://doi.org/10.1145/3125659.3125695, ACM, New York, NY, USA; McDowell, C., Werner, L., Bullock, H.E., Fernald, J., Pair programming improves student retention, confidence, and program quality (2006) Commun. ACM, 49 (8), pp. 90-95. , https://doi.org/10.1145/1145287.1145293, August 2006; McGowan, A., Hanna, P., Anderson, N., Teaching programming: Understanding lecture capture YouTube analytics (2016) Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 35-40. , https://doi.org/10.1145/2899415.2899421, ACM, New York, NY, USA; Sax, L.J., Lehman, K.J., Zavala, C., Examining the enrollment growth: Non-CS majors in CS1 courses (2017) Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE '17), pp. 513-518. , https://doi.org/10.1145/3017680.3017781, ACM, New York, NY, USA; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE '14), pp. 39-44. , http://dx.doi.org/10.1145/2591708.2591749, ACM, New York, NY, USA; Wood, K., Parsons, D., Gasson, J., Haden, P., It's never too early: Pair programming in CS1 (2013) Proceedings of the Fifteenth Australasian Computing Education Conference - Volume 136 (ACE '13), 136, pp. 13-21. , Angela Carbone and Jacqueline Whalley (Eds.),. Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Yuen, J.S., Edgcomb, A.D., Vahid, F., Will students earnestly attempt learning questions if answers are viewable? (2016) 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, , 2016, June. ASEE Conferences, 2016},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Kapoor2020142,
author={Kapoor, A. and Gardner-McCune, C.},
title={Barriers to securing industry internships in computing},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={142-151},
doi={10.1145/3373165.3373181},
note={cited By 1; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079321857&doi=10.1145%2f3373165.3373181&partnerID=40&md5=bc444d502a42b694a33150315b507941},
affiliation={Computer and Info. Science and Engineering, University of Florida, Gainesville, FL  32611, United States},
abstract={Industry internships offer CS students an opportunity to explore computing disciplines, evaluate self-interests, understand professional expectations, and secure future employment. However, less than 60% of CS students pursue an internship before graduation. We have a limited knowledge of why students do not participate in industry internships and the impediments they face to secure an internship position. This paper presents findings from our multi-institutional study aimed at understanding the barriers CS students face to secure an industry internship. We discuss these barriers through the lens of agency from Bandura's Social Cognitive Theory and the Social Cognitive Career Theory. We surveyed 302 CS undergraduate students who did not intern across two universities in the United States and used thematic analysis on the open-ended survey responses. We found four themes: low self-efficacy, actions, alternate priority, and application process challenges. These themes suggest that CS students who do not intern self-evaluate them as not qualified, are applying but not securing an internship position due to lack of preparation or reliance on coursework, lack the knowledge pertinent to the internship recruitment process, and are not applying for internship positions due to alternate priorities or less developed agentic resources. This paper contributes to the fields' growing knowledge of CS students professional development. This knowledge has the potential to develop strategic support programs to increase students' competitiveness to secure internships as well as full-time employment. © 2020 Copyright is held by the author(s). Publication rights licensed to ACM. ACM 978-1-4503-7686-0/20/02…$15.00},
keywords={Career Preparation;  Computer Science Education;  Internship;  Professional Development;  Undergraduates},
keywords={Computation theory;  Education computing;  Professional aspects;  Surveys, Career preparations;  Computer Science Education;  Internship;  Professional development;  Undergraduates, Students},
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(2019) IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), pp. 1-9; Brechner, E., Things they would not teach me of in college (2003) Companion of the 18th Annual ACM SIGPLAN Conference on Object-Oriented Programming, Systems, Languages, and Applications - OOPSLA'03, p. 134. , https://doi.org/10.1145/949344.949387; Brown, S.D., Lent, R.W., A social cognitive framework for career choice counseling (1996) Career Dev. Q., 44 (4), pp. 354-366. , 1996; Burns, C., (2017) Systematic Analysis of Industry Engagement Activities on Student Learning in the Undergraduate Technology Program, , https://doi.org/10.31274/etd-180810-4898, Iowa State University, Digital Repository, Ames; (2017) Why Colleges Should Make Internships a Requirement, , https://news.gallup.com/opinion/gallup/222497/why-collegesinternships-requirement.aspx, Retrieved August 31, 2019 from; Camp, T., Zweben, S., Stout, J., Buell, D., Booming enrollments (2016) ACM Inroads, 7 (2), pp. 12-14. , https://doi.org/10.1145/2915920, May 2016; Carmichael, G., Jordan, C., Ross, A., Adnani, A.E., Curriculum-aligned work-integrated learning: A new kind of industry-academic degree partnership (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE '18), pp. 586-591. , https://doi.org/10.1145/3159450.3159543; Creswell, J.W., David Creswell, J., (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches; Davis, J., Rebelsky, S.A., Developing soft and technical skills through multi-semester, remotely mentored, community-service projects (2019) Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE'19), pp. 29-35. , https://doi.org/10.1145/3287324.3287508; Dean, C., Lynch, T.D., Ramnath, R., Student perspectives on learning through developing software for the real world (2011) 2011 Frontiers in Education Conference (FIE), , https://doi.org/10.1109/FIE.2011.6142904; Fincher, S., Knox, D., The porous classroom: Professional practices in the computing curriculum (2013) Computer (Long. Beach. Calif)., 46 (9), pp. 44-51. , https://doi.org/10.1109/MC.2013.261, September 2013; Hennessy, K.F., Parham-Mocello, J., Walker, H., Co-curricular activities in computer science departments (2019) Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE'19), p. 1248. , https://doi.org/10.1145/3287324.3293735; Fryling, M., Egan, M., Flatland, R.Y., Vandenberg, S., Small, S., Catch'em early (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE', 18, pp. 658-663. , https://doi.org/10.1145/3159450.3159556; Gardner, J.N., van der Veer, G., The senior year experience (1998) Facilitating Integration, Reflection, Closure, and Transition, , https://eric.ed.gov/?id=ED412890, Retrieved August 31, 2018 from; Ordille, J.J., (2019) Internships Enhance Student Research and Educational Experiences, , https://cra.org/crn/2008/11/internships_enhance_student_research_and_educational_experiences/, Retrieved August 31; Kapoor, A., Deconstructing successful and unsuccessful (2019) Computer Science Undergraduate Interns, p. 1297. , https://doi.org/10.1145/3287324.3293711; Kapoor, A., Gardner-McCune, C., Understanding professional identities and goals of computer science undergraduate students (2018) SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pp. 191-196. , https://doi.org/10.1145/3159450.3159474; Kapoor, A., Gardner-McCune, C., Understanding CS undergraduate students' professional development through the lens of internship experiences (2019) SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, pp. 852-858. , https://doi.org/10.1145/3287324.3287408; Kapoor, A., Gardner-McCune, C., Understanding CS undergraduate students' professional identity through the lens of their professional development (2019) Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, pp. 9-15. , https://doi.org/10.1145/3304221.3319764; Kapoor, A., Gardner-McCune, C., Exploring the participation of CS undergraduate students in industry internships (2020) SIGCSE 2020 - Proceedings of the 51st ACM Technical Symposium on Computer Science Education, , https://doi.org/https://doi.org/10.1145/3328778.3366844; Lent, R.W., Brown, S.D., Hackett, G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance (1994) J. Vocat. Behav., 45 (1), pp. 79-122. , 1994; McCartney, R., Sanders, K., School/Work: Development of computing students' professional identity at university (2015) Proceedings of the Eleventh Annual International Conference on International Computing Education Research - ICER'15, pp. 151-159. , https://doi.org/10.1145/2787622.2787732; McDowell, G.L., Cracking the coding interview: 189 programming questions and solutions (2019) CareerCup, , http://cds.cern.ch/record/2669252, Retrieved August 31, 2019 from; Mongan, J., Kindler, N.S., Giguère, E., (2012) Programming Interviews Exposed: Secrets to Landing Your Next Job, , John Wiley & Sons; (2014) The Class of 2014 Student Survey Report, , www.naceweb.org, Bethlehem. Retrieved August 31, 2018 from; Student Experience of the Major (SEM), , https://www.ncwit.org/sites/default/files/resources/sem_survey_in_a_box_0.pdf, Retrieved January 21, 2018 from; Olarte, J.J., Dominguez, C., Jaime, A., Garcia-Izquierdo, F.J., Impact of part-time CS engineering internships on workload (2019) Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE'19), p. 318. , https://doi.org/10.1145/3304221.3325554; Oster, Z.J., Improving access to internships with an on-campus software development center (2019) Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE'19), p. 1286. , https://doi.org/10.1145/3287324.3293779; Parker, R., Developing software engineers: A study of professionalization in a CS Senior Capstone (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE', 18, p. 276. , https://doi.org/10.1145/3159450.3162326; Radermacher, A., Walia, G., Gaps between industry expectations and the abilities of graduates (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education - SIGCSE'13, p. 525. , https://doi.org/10.1145/2445196.2445351; Schambach, J., Dirks, T.P., Student perceptions of internship experiences (2002) International Academy for Information Management, , https://eric.ed.gov/?id=ED481733, Retrieved August 31, 2019 from; Strauss, A., Corbin, J., (2008) Strauss, , A., & Corbin, J. (1990). SAGE Publications, Inc; Tan, J., Phillips, J., Incorporating service learning into computer science courses (2005) J. Comput. Sci. Coll., 20 (4), pp. 57-62. , http://dl.acm.org/citation.cfm?id=1047846.1047854, April 2005; Tomer, G., Mishra, S.K., Professional identity construction among software engineering students (2016) Inf. Technol. People, 29 (1), pp. 146-172. , https://doi.org/10.1108/ITP-10-2013-0181, March 2016; Vardanega, T., Fedeli, M., A two-staged capstone project to foster university-business dialogue (2018) Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2018), pp. 272-277. , https://doi.org/10.1145/3197091.3197130; Zehr, S.M., (2016) Student Internship Experiences and Learning Opportunities: A Mixed Methods Study, , https://core.ac.uk/download/pdf/158313587.pdf, Retrieved August 30, 2019 from; Occupational Outlook Handbook, Software Developers, , https://www.bls.gov/ooh/computer-and-informationtechnology/software-developers.htm, U.S. Department of Labor, Retrieved January 20, 2018 from; Computer Science is for Everyone! | Whitehouse, , https://obamawhitehouse.archives.gov/blog/2013/12/11/computer-science-everyone, gov. 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sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ilinkin2020211,
author={Ilinkin, I. and Kim, S.},
title={Enhancing CS1 with mobile apps},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={211-212},
doi={10.1145/3373165.3373189},
note={cited By 0; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079319873&doi=10.1145%2f3373165.3373189&partnerID=40&md5=99236d316ff3e47e1f35eea08af66682},
affiliation={Gettysburg College, Gettysburg, PA, United States},
abstract={This workshop will introduce an Android library that is designed to fit seamlessly in a traditional CS1 course and to provide an opportunity for instructors to introduce the fundamental computer science concepts in fun and creative ways. During the workshop the participants will build apps of various levels of complexity ranging from Hello World-like apps that can be used in the first week to simple board games that incorporate advanced programming constructs at the end of the semester. No knowledge of Android and event-driven programming is required to use the library, yet students are able to create apps that run on mobile devices using only CS1 constructs. The intended audience is college and high school instructors teaching CS1. Support code, documentation, and examples are at: http://www.cs.gettysburg.edu/~ilinkin/cs1android. © 2020 Copyright held by the owner/author(s). 978-1-4503-7686-0/20/02.},
keywords={CS1;  Mobile devices;  Objects-first;  Objects-late},
keywords={Education computing;  Mobile computing, Board games;  Event-driven programming;  High school;  Mobile apps;  Objects first;  Objects-late, Android (operating system)},
references={Morelli, R., Uche, C., Lake, P., Baldwin, L., Analyzing year one of a CS principles PD project (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), pp. 368-373. , https://doi.org/10.1145/2676723.2677265, ACM, New York, NY, USA; Catete, V., Peddycord, B., III, Barnes, T., Augmenting introductory computer science classes with gamemaker and mobile apps (abstract only) (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), p. 709. , https://doi.org/10.1145/2676723.2678307, ACM, New York, NY, USA; Campbell, J., Tafliovich, A., An experience report: Using mobile development to teach software design (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), pp. 506-511. , https://doi.org/10.1145/2676723.2677307, ACM, New York, NY, USA; Yuan, X., Bryant, K.S., Williams, K., Xu, J., Integrating mobile computing and security into a computer science curriculum (abstract only) (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), p. 686. , https://doi.org/10.1145/2676723.2691902, ACM, New York, NY, USA; Niu, S., Esakia, A., McCrickard, S., Exploring computer science topics with programmable smartwatches (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), p. 440. , https://doi.org/10.1145/2676723.2691874, ACM, New York, NY, USA; Ilinkin, I., Opportunities for android projects in a CS1 course (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education (SIGCSE '14), pp. 615-620. , https://doi.org/10.1145/2538862.2538983, ACM, New York, NY, USA; Multi-OS Engine, , https://multi-os-engine.org},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Azimullah2020167,
author={Azimullah, Z. and An, Y.S. and Denny, P.},
title={Evaluating an interactive tool for teaching design patterns},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={167-176},
doi={10.1145/3373165.3373184},
note={cited By 1; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079318269&doi=10.1145%2f3373165.3373184&partnerID=40&md5=d45dcf6f67379425dd892a482fd507ea},
affiliation={University of Auckland, New Zealand},
abstract={Design patterns are tried and tested solutions that are used to tackle common object-oriented programming (OOP) problems. However, many computer science students struggle to learn and apply these patterns in large projects. Part of the challenge in learning design patterns is that the syntactic complexity of OOP languages can distract students from connecting the abstract design concepts to the code they are writing. A further challenge is that existing resources for teaching design patterns are often static and do not illustrate the dynamic nature of OOP. A review of the literature reveals a need for a greater focus on visual metaphors to teach design patterns, while still allowing students to interact with code. This paper describes a novel educational tool that teaches design patterns through a combination of real-world metaphors and scaffolded programming exercises. We evaluate our tool using a pre- and post-survey design and find that use of our tool leads to higher levels of confidence in applying design patterns in practice. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Decorator;  Design patterns;  Factory;  Metaphor;  Object-oriented programming;  Observer;  OO design;  OOP},
keywords={Codes (symbols);  Education computing;  Industrial plants;  Students, Computer science students;  Decorator;  Design Patterns;  Metaphor;  Objectoriented programming (OOP);  Observer;  Programming exercise;  Syntactic complexity, Object oriented programming},
references={Alphonce, C., Ventura, P., Using graphics to support the teaching of fundamental object-oriented principles in CS1 (2003) Companion of the 18th Annual ACM SIGPLAN Conference on Object-Oriented Programming, Systems, Languages, and Applications (OOPSLA'03), pp. 156-161. , https://doi.org/10.1145/949344.949391, ACM, New York, NY, USA; Astrachan, O., Mitchener, G., Berry, G., Cox, L., Design patterns: An essential component of CS curricula (1998) SIGCSE Bull, 30 (1), pp. 153-160. , https://doi.org/10.1145/274790.273182, March 1998; Bennedsen, J., Caspersen, M.E., Teaching object-oriented programming - Towards teaching a systematic programming process (2004) 21st Conference on Software Engineering Education and Training, Affiliated with 18th European Conference on Object-Oriented Programming (ECOOP 2004); Cohen, M., Uncoupling alice: Using alice to teach advanced object-oriented design (2013) ACM Inroads, 4 (3), pp. 82-88. , https://doi.org/10.1145/2505990.2506006, Sept. 2013; Denny, P., Becker, B.A., Craig, M., Wilson, G., Banaszkiewicz, P., Research This! Questions that computing educators most want computing education researchers to answer (2019) Proceedings of the 2019 ACM Conference on International Computing Education Research (ICER'19), pp. 259-267. , https://doi.org/10.1145/3291279.3339402, ACM, New York, NY, USA; Dewan, P., Teaching inter-object design patterns to freshmen (2005) SIGCSE Bull, 37 (1), pp. 482-486. , https://doi.org/10.1145/1047124.1047498, Feb. 2005; Duell, M., Goodsen, J., Rising, L., Non-software examples of software design patterns (1997) Addendum to the 1997 ACM SIGPLAN Conference on Object-Oriented Programming, Systems, Languages, and Applications (Addendum) (OOPSLA'97), pp. 120-124. , https://doi.org/10.1145/274567.274592, ACM, New York, NY, USA; Dwivedi, A.K., Tirkey, A., Rath, S.K., Applying learning-based methods for recognizing design patterns (2019) Innovations in Systems and Software Engineering, 15 (2), pp. 87-100. , https://doi.org/10.1007/s11334-019-00329-3, 01 Jun 2019; Esteves, M., Mendes, A.J., A simulation tool to help learning of object oriented programming basics (2004) 34th Annual Frontiers in Education, 2004. FIE, pp. F4C-F7C. , https://doi.org/10.1109/FIE.2004.1408649, 2004; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1995) Design Patterns: Elements of Reusable Object-Oriented Software, , Addison-Wesley Longman Publishing Co., Inc., Boston, MA, USA; Georgantaki, S., Retalis, S., (2007) Using Educational Tools for Teaching Object Oriented Design and Programming, 7, pp. 111-130. , 01 2007; Gestwicki, P.V., Computer games as motivation for design patterns (2007) SIGCSE Bull, 39 (1), pp. 233-237. , https://doi.org/10.1145/1227504.1227391, March 2007; Gómez-Martín, M.A., Jiménez-Díaz, G., Arroyo, J., Teaching design patterns using a family of games (2009) SIGCSE Bull, 41 (3), pp. 268-272. , https://doi.org/10.1145/1595496.1562960, July 2009; Hawthorne, E.K., Alice grows up: Transitioning from Alice 2 to Alice 3 in community college programming courses (2011) ACM Inroads, 2 (1), p. 22. , https://doi.org/10.1145/1929887.1929896, Feb. 2011; Livovský, J., Porubän, J., Learning Object-oriented paradigm by playing computer games: Concepts first approach (2014) Central European Journal of Computer Science, 4 (3), pp. 171-182. , https://doi.org/10.2478/s13537-014-0209-2, 01 Sep 2014; Muyan-Özçelik, P., A hands-on cross-platform mobile programming approach to teaching OOP concepts and design patterns (2017) 2017 IEEE/ACM 1st International Workshop on Software Engineering Curricula for Millennials (SECM), pp. 33-39. , https://doi.org/10.1109/SECM.2017.12; Paterson, J.H., Haddow, J., Nairn, M., A design patterns extension for the Bluej ide (2006) Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITICSE'06), pp. 280-284. , https://doi.org/10.1145/1140124.1140199, ACM, New York, NY, USA; Pawlak, R., Monperrus, M., Petitprez, N., Noguera, C., Seinturier, L., Spoon: A library for implementing analyses and transformations of Java source code (2016) Software: Practice and Experience, 46 (9), pp. 1155-1179. , https://doi.org/10.1002/spe.2346arXiv, 2016, https://onlinelibrary.wiley.com/doi/pdf/10.1002/spe.2346; Ragonis, N., Ben-Ari, M., On Understanding the Statics and Dynamics of Object-oriented Programs (2005) SIGCSE Bull, 37 (1), pp. 226-230. , https://doi.org/10.1145/1047124.1047425, Feb. 2005; Ramollari, E., Dranidis, D., StudentuML: An educational tool supporting object-oriented analysis and design (2007) Proceedings of the 11th Panhellenic Conference on Informatics (PCI 2007), , in; Rusu, A., Russell, R., Cocco, R., DiNicolantonio, S., Introducing object oriented design patterns through a puzzle-based serious computer game (2011) 2011 Frontiers in Education Conference (FIE), pp. F1H1-F1H6. , https://doi.org/10.1109/FIE.2011.6143048; Ryoo, J., Fonseca, F., Janzen, D.S., Teaching object-oriented software engineering through problem-based learning in the context of game design (2008) 2008 21st Conference on Software Engineering Education and Training, pp. 137-144. , https://doi.org/10.1109/CSEET.2008.26; Sanders, D., Dorn, B., Jeroo: A tool for introducing object-oriented programming (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education (SIGCSE'03), pp. 201-204. , https://doi.org/10.1145/611892.611968, ACM, New York, NY, USA; Tahat, K., Al-Ahmad, A., Kallajo, N., Al-Jayyousi, W., (2006) A Design Pattern Management Tool for Educational Purposes, , https://doi.org/10.1109/ICTTA.2006.1684340, 01 2006; van Haaster, K., Hagan, D., Teaching and learning with BlueJ: An evaluation of a pedagogical tool (2004) Issues in Informing Science and Information Technology, 1, pp. 0455-0470. , https://doi.org/10.28945/752, 01 2004; Warren, I., Teaching patterns and software design (2005) Proceedings of the 7th Australasian Conference on Computing Education - Volume 42 (ACE'05), pp. 39-49. , http://dl.acm.org/citation.cfm?id=1082424.1082430, Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Yan, L., Teaching object-oriented programming with games (2009) 2009 Sixth International Conference on Information Technology: New Generations, pp. 969-974. , https://doi.org/10.1109/ITNG.2009.13; Yang, J., Lee, Y., Hicks, D., Chang, K.H., Enhancing object-oriented programming education using static and dynamic visualization (2015) Proceedings of the 2015 IEEE Frontiers in Education Conference (FIE) (FIE'15), pp. 1-5. , https://doi.org/10.1109/FIE.2015.7344152, IEEE Computer Society, Washington, DC, USA},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Liénardy202095,
author={Liénardy, S. and Leduc, L. and Verpoorten, D. and Donnet, B.},
title={Café: Automatic correction and feedback of programming challenges for a CS1 course},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={95-104},
doi={10.1145/3373165.3373176},
note={cited By 3; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079317200&doi=10.1145%2f3373165.3373176&partnerID=40&md5=4d4ab3192a056d63e2bc8041d509082c},
affiliation={Université de Liège, Montefiore Institute, Belgium; Université de Liège, IFRES, Belgium},
abstract={This paper introduces Café (“Correction Automatique et Feedback des Étudiants”), an on-line platform designed to assess and deliver automatic feedback and feedforward information to CS1 students, both on process and products of series of programming exercises, targeting especially an informal Loop Invariant for building the code. The paper reports on the first trials of Café with a group of 80 students. Results show that Café is used, usable, and appreciated by students. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Assessment for Learning;  Café;  CS1;  Feedback;  Graphical Loop Invariant},
keywords={Education computing;  Feedback, Assessment for learning;  Automatic corrections;  Automatic feedback;  Feed-Forward;  Loop invariants;  Programming exercise, Students},
references={Astrachan, O., Pictures as invariants (1991) Proc. Technical Symposium on Computer Science Education (SGICSE); Back, R.-J., Eriksson, J., Mannila, L., Teaching the construction of correct programs using invariant based programming (2007) Proc. 3rd South-East European Workshop on Formal Methods; Bandura, A., Perceived self-efficacy in cognitive development and functioning (1993) Educational Psychologist, 28 (2), pp. 117-148. , 1993; Beaubouef, T., Lucas, R., Howatt, J., The unlock system: Enhancing problem solving skills in CS-1 students (2001) ACM SIGCSE Bulletin, 33 (2), pp. 43-46. , June 2001; Beaubouef, T., Mason, J., Why the high attrition rate for computer science students: Some thoughts and observations (2005) ACM SIGCSE Bulletin, 37 (2), pp. 103-106. , June 2005; Bennedse, J., Caspersen, M.E., Failure rates in introductory programming (2007) ACM SIGCSE Bulletin, 39 (2), pp. 32-36. , June 2007; Biggs, J., Tang, C., (2011) Teaching for Quality Learning at University, , 4th ed.). Open University Press; Boud, D., Sustainable assessment: Rethinking assessment for the learning society (2000) Studies in Continuing Education, 22 (2), pp. 151-167. , August 2000; Bradley, A.R., Manna, Z., (2007) The Calculus of Computation: Decision Procedures with Applications to Verification, , Springer; Brauer, M., (2011) Enseigner À L'Université: Conseils Pratiques, Astuces, Méthodes Pédagogiques, , Armand Colin; Brookhart, S.M., (2008) How to Give Effective Feedback to Your Students, , Association for Supervision & Curriculum Development ASCD; Cormen, T.H., Leiserson, C.E., Rivest, R.L., Stein, C., (2009) Introduction to Algorithms, , MIT press; Craig, M., Petersen, A., Campbell, J., Answering the correct question (2019) Proc. ACM Conference on Global Computer Education (CompEd); Derval, G., Gego, A., Reinbold, P., Frantzen, B., van Roy, P., Automatic grading of programming exercises in a MOOC using the inginious platform (2015) Proc. European MIIC Stakeholder Summit (EMOOC); Dijkstra, E.W., (1976) A Discipline of Programming, , Prentice-Hall, Inc; Edwards, S.H., Perez-Quinones, M.A., Web-CAT: Automatically grading programming assignments (2008) Proc. Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE); Falkner, N., Vivian, R., Piper, D., Falkner, K., Increasing the effectivement of automated assessment by increasing marking granularity and feedback units (2014) Proc. ACM Technical Symposium on Computer Science Education (SIGCSE); Floyd, R.W., Assigning meanings to programs (1967) Proc. Symposium on Applied Mathematics.; Hoare, C.A.R., An axiomatic basis for computer programming (1969) Commun. ACM, 12 (10), pp. 576-580. , 1969; Jones, C.A., (2005) Assessment for Learning, , Learning and Skills Development Agency; Karavirta, V., Korhonen, A., Malmi, L., On the use of resubmissions in automatic assessment systems (2006) Computer Science Education, 16 (3), pp. 229-240. , September 2006; Keuning, H., Jeuring, J., Heeren, B., A systematic literature review of automated feedback generation for programming exercices (2019) ACM Transactions on Computing Education (TOCE), 19, p. 1. , January 2019; Knoblauch, C.H., Brannon, L., Teacher commentary on student writing: The state of the art (1981) Freshman English News, 10 (2), pp. 1-4. , Fall 1981; Kumar, A.N., Using problets for problem-solving exercises in introductory C++/Java/C# courses (2013) Proc. IEEE Frontiers in Educatoin Conference (FIE); Likert, R., A technique for the measurement of attitudes (1932) Archives of Psychology, 140 (1932), pp. 1-55; Lobb, R., Harlow, J., Coderunner: A tool for assessing computer programming skills (2016) ACM Inroads, 7 (1), pp. 47-51. , March 2016; Loksa, D., Ko, A.J., Jernigan, W., Oleson, A., Mendez, C.J., Burnett, M.M., Programming, problem solving, and self-awareness: Effects of explicit guidance (2016) Proc. ACM Conference on Human Factors in Computing Systems (CHI); Metcalfe, J., Shimamura, A.P., (1994) Metacognition: Knowing about Knowing, , MIT Press; Narciss, S., Huth, K., How to design informative tutoring feedback for multimedia learning (2002) Proc. International Workshop of SIG 6 Instructional Design of the European Association for Research on Learning and INstructions (EARLI); Nicol, D., (2009) Quality Enhancement Themes: The First Year Experience: Transforming Assessment and Feedback: Enhancing Integration and Empowerment in the First Year, , The Quality Assurance Agency for Higher Education; Parlante, N., (2011) CodingBat: Code Practice, , https://codingbat.com, Online; accessed: 30 March 2019; My Lab Programming, , https://www.pearsonmylabandmastering.com/northamerica/myprogramminglab/, n.d. Online; accessed: 30 March 2019; Prather, J., Pettit, R., Becker, B.A., Denny, P., Loksa, D., Peters, A., Albrecht, Z., Masci, K., First things first: Providing metacognitive scaffolding for interpreting problem prompts (2019) Proc. ACM Technical Symposium on Computer Science Education (SIGCSE); Sambell, K., McDowell, L., Montgomery, C., (2013) Assessment for Learning in Higher Education, , Routledge; Singh, R., Gulwani, S., Solar-Lezama, A., Automated feedback generation for introductory programming assignments (2013) Proc. ACM SIGPLAN Conference on Programming Language Design and Implementation (PLDI); Tam, W.C., Teaching loop invariants to beginners by examples (1992) Proc. Technical Symposium on Computer Science Education (SIGCSE); Tinto, V., Taking retention seriously: Rethinking the first year of college (1999) NACADA Journal, 19 (2), pp. 5-9. , Fall 1999; Viau, R., (2009) La Motivation en Contexte Scolaire, , 5th ed.). de boeck; Watson, C., Li, F.W., Failure rates in introductory programming revisited (2014) Proc. Conference on Innovation & Technology in Computer Science Education (ITiCSE); Wiliam, D., What is assessment for learning? (2011) Studies in Educational Evaluation, 37 (1), pp. 3-14. , March 2011},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Parsons201964,
author={Parsons, D. and Wood, K. and Gasson, J. and Moskal, A.C.M.},
title={Development of a Self-Reporting Tool for Capturing Student Emotions during Programming Activities},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={64-68},
doi={10.1145/3286960.3286968},
note={cited By 1; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061261833&doi=10.1145%2f3286960.3286968&partnerID=40&md5=df28f13d0703c8a15dfe618b711578ae},
affiliation={Otago Polytechnic, Dunedin, New Zealand},
abstract={Emotions (positive and negative) have been shown to impact on student academic performance. This is particularly true within computing education, where student confusion and frustration have been linked to disengagement and high attrition rates. This practitioner paper describes the development of a simple self-reporting tool that allows teachers to quickly gain insights into students' affective state when they are working on programming tasks-students rate their programming experience on a series of 2-dimensional grids, which offer the teacher 'emotional snapshots' of the class. We report on our experiments with the tool in several programming contexts (both introductory and intermediate) and discuss the potential of the tool: (1) for identifying at-risk students; and (2) as a diagnostic instrument for the curriculum. We conclude with directions for future research. © 2019 Association for Computing Machinery.},
keywords={educational technology;  novice programmers;  student emotions;  tool development},
keywords={Curricula;  Education computing;  Educational technology;  Program diagnostics, Academic performance;  Computing education;  Novice programmer;  Programming activities;  Programming experience;  Programming tasks;  Student emotions;  Tool development, Students},
references={Pekrun, R., Stephens, E.J., Achievement emotions in higher education (2010) Higher Education: Handbook of Theory and Research, pp. 257-306. , In J. Smart (eds), Springer, Dordrecht; Blanchette, I., Richards, A., The influence of affect on higher level cognition: A review of research on interpretation, judgment, decision making and reasoning (2010) Cognition and Emotion, 24 (4), pp. 561-595. , 2010; Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., Salovey, P., Classroom emotional climate, student engagement and academic achievement (2012) Journal of Educational Psychology, 104 (3), pp. 700-712. , 2012; Moskal, A.C.M., Gasson, J., Parsons, D., The 'art' of programming: Exploring student conceptions of programming through the use of drawing methodology (2017) Proceedings of ICER'17, pp. 39-46. , August 18-20, 2017, Tacoma, USA; Kinnunen, P., Simon, B., My program is ok-am I? Computing freshmen's experiences of doing programming assignments (2012) Computer Science Education, 22 (1), pp. 1-28. , 2012; Bosch, N., D'Mello, S., The affective experience of novice computer programmers (2017) International Journal of Artificial Intelligence in Education, 27 (1), pp. 181-206. , 2017; Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., Perry, R.P., Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ) (2011) Contemporary Educational Psychology, 36 (1), pp. 36-48. , 2011; Baker, R., D'Mello, S.K., Rodrigo, M., Graesser, A.C., Better to be frustrated than bored: The incidence, persistence and impact of learners' cognitiveaffective states during interactions with three different computer-based learning environments (2010) International Journal of Human-computer Studies, 68 (4), pp. 223-241. , 2010; Haden, P., Parsons, D., Wood, K., Gasson, J., Student affect in CS1: Insights from an easy data collection tool (2017) Proceedings of the 17th Koli Calling International Conference on Computing Education Research, Koli Calling '17, p. 10. , Koli, Finland, November 16-19, 2017; Liu, D.Y.T., Taylor, C.E., Bridgeman, A.J., Bartimote-Aufflcik, K., Pardo, A., Empowering instructors through customizable collection and analyses of actionable information (2016) 1st Learning Analytics for Curriculum and Program Quality Improvement Workshop, , Edinburgh; Kinnunen, P., McCartney, R., Murphy, L., Thomas, L., Through the eyes of instructors: A phenomenographic investigation of student success (2007) Proceedings of the Third International Workshop on Computing Education Research, 2007, pp. 61-72; D'Mello, S., Graesser, A., Dynamics of affective states during complex learning (2012) Learning and Instruction, 22 (2), pp. 145-157; Simon, Fincher, S., Robins, A., Baker, B., Cutts, Q., Haden, P., Hamilton, M., Tutty, J., Predictors of success in a first programming course (2006) Proceedings of the 8th Australasian Conference on Computing Education, 52, pp. 189-196. , 2006; Alvarado, C., Lee, C.B., Gillespie, G., New CS1 pedagogies and curriculum, the same success factors? (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, 2014, pp. 379-384},
correspondence_address1={Parsons, D.; Otago PolytechnicNew Zealand; email: dale.parsons@op.ac.nz},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Luxton-Reilly201845,
author={Luxton-Reilly, A. and Lewis, A. and Plimmer, B.},
title={Comparing Sequential and Parallel Code Review Techniques for Formative Feedback},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={45-52},
doi={10.1145/3160489.3160498},
note={cited By 11; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042099413&doi=10.1145%2f3160489.3160498&partnerID=40&md5=ea77f0a9ba8dd06ca060999e122bf44b},
affiliation={University of Auckland, Auckland, New Zealand; University of Auckland, Auckland, New Zealand; University of Auckland, Auckland, New Zealand},
abstract={The practice of Peer Review is widespread across a range of academic disciplines. We report on a study that compared two different approaches of peer reviewing program code — reviewing a sequence of solutions to the same problem (sequential code review), and reviewing a set of multiple solutions side-by-side (parallel code review). We found that the parallel approach was preferred by the majority of participants in the study and there were some indications that it might be more helpful for reviewers, but the sequential approach elicited more written comments in general, and more specific critical comments compared with the parallel approach. Although parallel reviews may be preferred by reviewers, using sequential reviews appears to result in increased levels of formative feedback for the recipient.},
keywords={Code review;  CS1;  Formative feedback;  Novice programmers;  Parallel code review;  Peer assessment;  Peer feedback;  Peer review;  Sequential code review},
keywords={Administrative data processing;  Education computing, Code review;  Formative feedbacks;  Novice programmer;  Parallel code;  Peer assessment;  Peer feedback;  Peer review, Codes (symbols)},
references={Anewalt, K., Using Peer Review As a Vehicle for Communication Skill Development and Active Learning (2005) Journal of Computing Sciences in Colleges, 21 (2), pp. 148-155. , http://dl.acm.org/citation.cfm?id=1089053.1089074, Dec. 2005; Boyatzis, R.E., (1998) Thematic Analysis and Code Development: Transforming Qualitative Information, , Sage Publications I, London; Braun, V., Clarke, V., Using Thematic Analysis in Psychology (2006) Qualitative Research in Psychology, 3 (2), pp. 77-101. , https://doi.org/10.1191/1478088706qp063oa, 2006; Davies, R., Berrow, T., An Evaluation of the Use of Computer Supported Peer Review for Developing Higher-level Skills (1998) Computers & Education, 30 (1), pp. 111-115. , https://doi.org/10.1016/S0360-1315(97)00086-9, 1998; Falchikov, N., Peer Feedback Marking: Developing Peer Assessment (1995) Innovations in Education and Teaching International, 32 (2), pp. 175-187. , 1995; Freeman, M., McKenzie, J., Aligning Peer Assessment with Peer Learning for Large Classes: The Case for an Online Self and Peer Assessment System (2001) Peer Learning in Higher Education, pp. 156-169. , In David Boud, Ruth Cohen, and Jane Sampson (Eds.). Kogan; Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K., Improving the Effectiveness of Peer Feedback for Learning (2010) Learning and Instruction, 20, pp. 304-315. , Aug 2010; Hamer, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., Purchase, H., Riedesel, C., Sheard, J., Contributing Student Pedagogy (2008) SIGCSE Bulletin, 40 (4), pp. 194-212. , https://doi.org/10.1145/1473195.1473242, 2008; Hamer, J., Purchase, H., Luxton-Reilly, A., Denny, P., A Comparison of Peer and Tutor Feedback (2015) Assessment & Evaluation in Higher Education, 40 (1), pp. 151-164. , 2015; Hamer, J., Purchase, H.C., Denny, P., Luxton-Reilly, A., Quality of Peer Assessment in CS1 (2009) Proceedings of The 5th International Workshop on Computing Education Research Workshop (ICER’09), pp. 27-36. , https://doi.org/10.1145/1584322.1584327, In ACM, New York, NY, USA; Hamer, J., Purchase, H.C., Luxton-Reilly, A., Sheard, J., Tools for “Contributing Student Learning (2010) Proceedings of The 2010 ITiCSE Working Group Reports (ITiCSE-WGR’10), pp. 1-14. , https://doi.org/10.1145/1971681.1971683, ”. In ACM, New York, NY, USA; Hanrahan, S.J., Isaacs, G., Assessing Self- And Peer-assessment: The Students’ Views (2001) Higher Education Research & Development, 20, pp. 53-69. , 2001; Hundhausen, C., Agrawal, A., Fairbrother, D., Trevisan, M., Integrating Pedagogical Code Reviews into a CS 1 Course: An Empirical Study (2009) Proceedings of The 40th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE’09), pp. 291-295. , https://doi.org/10.1145/1508865.1508972, In ACM, New York, NY, USA; Hundhausen, C.D., Agarwal, P., Trevisan, M., Online vs. Face-to-face Pedagogical Code Reviews: An Empirical Comparison (2011) Proceedings of The 42nd SIGCSE Technical Symposium on Computer Science Education (SIGCSE’11), pp. 117-122. , https://doi.org/10.1145/1953163.1953201, In ACM, New York, NY, USA; Keefe, K., Sheard, J., Dick, M., Adopting XP Practices for Teaching Object Oriented Programming (2006) Proceedings of The 8th Australasian Computing Education Conference (ACE’06), pp. 91-100. , http://dl.acm.org/citation.cfm?id=1151869.1151882, In Australian Computer Society, Inc., Darlinghurst, Australia; Lin, S., Liu, E., Yuan, S.-M., Web-based peer assessment: Feedback for students with various thinking styles (2001) Journal of Computer Assisted Learning, 17, pp. 420-432. , Dec 2001; Luxton-Reilly, A., A systematic review of tools that support peer assessment (2009) Computer Science Education, 19 (4), pp. 209-232. , https://doi.org/10.1080/08993400903384844, Dec 2009; Luxton-Reilly, A., Denny, P., Plimmer, B., Bertinshaw, D., Supporting Student-generated Free-response Questions (2011) Proceedings of The 16th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’11), pp. 153-157. , https://doi.org/10.1145/1999747.1999792, In ACM, New York, NY, USA; Luxton-Reilly, A., Denny, P., Plimmer, B., Sheehan, R., Activities, Affordances and Attitude: How Student-generated Questions Assist Learning (2012) Proceedings of The 17th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’12), pp. 4-9. , https://doi.org/10.1145/2325296.2325302, In ACM, New York, NY, USA; Mark, R., George, H., Alan, C., Individualising Students’ Scores Using Blind and Holistic Peer Assessment (2006) Engineering Education, 1 (1), pp. 50-60. , https://doi.org/10.11120/ened.2006.01010050, 2006; Miao, Y., Koper, R., An Efficient and Flexible Technical Approach to Develop and Deliver Online Peer Assessment (2007) Proceedings of The 8th International Conference on Computer Supported Collaborative Learning (CSCL’07), pp. 506-515. , http://dl.acm.org/citation.cfm?id=1599600.1599693, In International Society of the Learning Sciences; Reily, K., Finnerty, P.L., Terveen, L., Two Peers Are Better Than One: Aggregating Peer Reviews for Computing Assignments is Surprisingly Accurate (2009) Proceedings of The ACM 2009 International Conference on Supporting Group Work (GROUP’09), pp. 115-124. , https://doi.org/10.1145/1531674.1531692, In ACM, New York, NY, USA; Silva, E., Moreira, D., WebCoM: A Tool to Use Peer Review to Improve Student Interaction (2003) Journal on Educational Resources in Computing (JERIC), 3 (1). , https://doi.org/10.1145/958795.958798, Article Mar 2003; Topping, K., Peer Assessment between Students in Colleges and Universities (1998) Review of Educational Research, 68 (3), pp. 249-276. , 1998; Turner, S.A., Quintana-Castillo, R., Pérez-Quiñones, M.A., Edwards, S.H., Misunderstandings About Object-oriented Design: Experiences Using Code Reviews (2008) Proceedings of The 39th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’08), pp. 97-101. , https://doi.org/10.1145/1352135.1352169, In ACM, New York, NY, USA; Williams, E., Student Attitudes Towards Approaches to Learning and Assessment (1992) Assessment & Evaluation in Higher Education, 17 (1), pp. 45-58. , https://doi.org/10.1080/0260293920170105, 1992; Wolfe, W.J., Online Student Peer Reviews (2004) Proceedings of The 5th Conference on Information Technology Education (CITC5’04), pp. 33-37. , https://doi.org/10.1145/1029533.1029543, ACM, New York, NY, USA; Zeller, A., Making Students Read and Review Code (2000) Proceedings of The 5th Conference on Innovation and Technology in Computer Science Education (ITiCSE’00), pp. 89-92. , https://doi.org/10.1145/343048.343090, ACM, New York, NY, USA},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ettles201883,
author={Ettles, A. and Luxton-Reilly, A. and Denny, P.},
title={Common Logic Errors Made By Novice Programmers},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={83-89},
doi={10.1145/3160489.3160493},
note={cited By 10; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042085784&doi=10.1145%2f3160489.3160493&partnerID=40&md5=0a1ba871755f59903c9165cd29fb280e},
affiliation={University of Auckland, Auckland, New Zealand; University of Auckland, Auckland, New Zealand; University of Auckland, Auckland, New Zealand},
abstract={Errors in the logic of a program (sometimes referred to as semantic errors) can be very frustrating for novice programmers to locate and resolve. Developing a better understanding of the kinds of logic error that are most common and problematic for students, and finding strategies for targeting them, may help to inform teaching practice and reduce student frustration. In this paper we analyse 15,000 code fragments, created by novice programming students, that contain logic errors, and we classify the errors into algorithmic errors, misinterpretations of the problem, and fundamental misconceptions. We find that misconceptions are the most frequent source of logic errors, and lead to the most difficult errors for students to resolve. We list the most common errors of this type as a starting point for designing specific teaching interventions to address them.},
keywords={CS1;  Logic errors;  Novice programmers},
keywords={Computation theory;  Education computing;  Errors;  Semantics;  Students, Algorithmic errors;  Code fragments;  Logic errors;  Novice programmer;  Novice programming;  Semantic errors;  Teaching intervention;  Teaching practices, Computer circuits},
references={Ahmadzadeh, M., Elliman, D., Higgins, C., An Analysis of Patterns of Debugging Among Novice Computer Science Students (2005) SIGCSE Bull, 37 (3), pp. 84-88. , http://dx.doi.org/10.1145/1151954.1067472, June 2005; Altadmri, A., Brown, N.C.C., 37 Million Compilations: Investigating Novice Programming Mistakes in Large-Scale Student Data (2015) Proceedings of The 46th ACM Technical Symposium on Computer Science Education (SIGCSE’15), pp. 522-527. , http://dx.doi.org/10.1145/2676723.2677258, In ACM, New York, NY, USA; Becker, B.A., An Effective Approach to Enhancing Compiler Error Messages (2016) Proceedings of The 47th ACM Technical Symposium on Computer Science Education (SIGCSE’16), pp. 126-131. , http://dx.doi.org/10.1145/2839509.2844584, ACM, New York, NY, USA; Becker, B.A., A New Metric to Quantify Repeated Compiler Errors for Novice Programmers (2016) Proceedings of The 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’16), pp. 296-301. , http://dx.doi.org/10.1145/2899415.2899463, ACM, New York, NY, USA; Becker, B.A., Glanville, G., Iwashima, R., McDonnell, C., Goslin, K., Mooney, C., Effective compiler error message enhancement for novice programming students (2016) Computer Science Education, 26 (2-3), pp. 148-175. , http://dx.doi.org/10.1080/08993408.2016.1225464, 2016; Earle, C.B., Fredlund, L.-Å., Hughes, J., Automatic Grading of Programming Exercises Using Property-Based Testing (2016) Proceedings of The 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’16), pp. 47-52. , http://dx.doi.org/10.1145/2899415.2899443, In ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., All Syntax Errors Are Not Equal (2012) Proceedings of The 17th ACM Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE’12), pp. 75-80. , http://dx.doi.org/10.1145/2325296.2325318, In ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., CodeWrite: Supporting Student-driven Practice of Java (2011) Proceedings of The 42nd ACM Technical Symposium on Computer Science Education (SIGCSE’11), pp. 471-476. , http://dx.doi.org/10.1145/1953163.1953299, In ACM, New York, NY, USA; Fitzgerald, S.C., Lewandowski, G., Mccauley, R., Murphy, L., Simon, B., Thomas, L., Zander, C., Debugging: Finding, fixing and flailing, a multi-institutional study of novice debuggers (2008) Computer Science Education, 18, pp. 93-116. , http://dx.doi.org/10.1080/08993400802114508, June 2008; Hristova, M., Misra, A., Rutter, M., Mercuri, R., Identifying and Correcting Java Programming Errors for Introductory Computer Science Students (2003) SIGCSE Bull, 35 (1), pp. 153-156. , http://dx.doi.org/10.1145/792548.611956, Jan. 2003; McCall, D., Kölling, M., Meaningful categorisation of novice programmer errors (2014) Frontiers in Education Conference (FIE 2014), , http://dx.doi.org/10.1109/FIE.2014.7044420, In IEEE; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A Multi-national, Multi-institutional Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bull, 33 (4), pp. 125-180. , http://dx.doi.org/10.1145/572139.572181, Dec. 2001; Pettit, R.S., Homer, J., Gee, R., Do Enhanced Compiler Error Messages Help Students? Results Inconclusive (2017) Proceedings of The 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE’17), pp. 465-470. , http://dx.doi.org/10.1145/3017680.3017768, In ACM, New York, NY, USA; Prather, J., Pettit, R., McMurry, K.H., Peters, A., Homer, J., Simone, N., Cohen, M., On Novices’ Interaction with Compiler Error Messages: A Human Factors Approach (2017) Proceedings of The 2017 ACM Conference on International Computing Education Research (ICER’17), pp. 74-82. , http://dx.doi.org/10.1145/3105726.3106169, In ACM, New York, NY, USA; Sirkiä, T., Sorva, J., Exploring Programming Misconceptions: An Analysis of Student Mistakes in Visual Program Simulation Exercises (2012) Proceedings of The 12th Koli Calling International Conference on Computing Education Research (Koli Calling’12), pp. 19-28. , http://dx.doi.org/10.1145/2401796.2401799, In ACM, New York, NY, USA; Spohrer, J.C., Soloway, E., Novice Mistakes: Are the Folk Wisdoms Correct? (1986) Commun. ACM, 29 (7), pp. 624-632. , http://dx.doi.org/10.1145/6138.6145, July 1986},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hardy20189,
author={Hardy, D. and Myers, T. and Sankupellay, M.},
title={Cohorts and Cultures: Developing Future Design Thinkers},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={9-16},
doi={10.1145/3160489.3160494},
note={cited By 5; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042072778&doi=10.1145%2f3160489.3160494&partnerID=40&md5=24387540912de328a8569a3c029914ba},
affiliation={Discipline of Information Technology, James Cook UniversityQLD, Australia; Discipline of Information Technology, James Cook UniversityQLD, Australia; Discipline of Information Technology, James Cook UniversityQLD, Australia},
abstract={Design Thinking (DT) is a required skill of computing graduates according to the Australian Information Industry Association (AIIA). However, according to the 2016 AIIA work ready skills survey there is a job-ready skills gap between the industry expectations of design thinking skills and the ICT graduate capabilities in Australia. Design thinking applies methods that focus on problem-solving, ideating, and iterating in small bursts with continual feedback from users/stakeholders. This paper describes how an Australian university has embedded DT into the core of a Bachelor of Information Technology degree in a way that not only scaffolds DT skill sets across the three-year degree but creates a culture of design thinking. This DT ‘strand’ involves a two-day sprint that includes every year level as a mixed cohort. This paper presents the implementation of the DT strand and the industry-driven two-day sprint.},
keywords={Design sprint;  Design thinking;  Employability},
keywords={Education computing;  Problem solving;  Scaffolds, Australia;  Design thinking;  Employability;  Future designs;  Information industry;  Skill sets;  Skills gaps, Design},
references={Anderson, N., Achieving higher education graduate attributes in the area of creativity, innovation and problem solving through the use of design thinking (2012) Proceedings of The QSApple Conference 2012; (2016) AIIA Work Ready Skills Survey, , http://www.acdict.edu.au/documents/OCS+AIIA+ACDICT+ACED-SurveyResults.pdf, 2016). Retrieved August 2017 from; Brown, T., Design thinking (2008) Harvard Business Review, 86 (6), pp. 84-92. , 2008; Cross, N., Designerly ways of knowing (1982) Design Studies, 3 (4), pp. 221-227. , 1982; Cross, N., (2006) Designerly Ways of Knowing, , Springer; De Bono, E., (1999) Six Thinking Hats, , Back Bay Books; Denning, S., 2015 Updating the Agile Manifesto (2015) Strategy & Leadership, 43, p. 5; (2017) Australia’S Digital Pulse. Policy Priorities to Fuel Australia’S Digital Workforce Boom. (2017), , https://www.acs.org.au/content/dam/acs/acs-publications/Australia%27s%20Digital%20Pulse%202017.pdf, Retrieved August 2017 from; (2016) Design Sprint Kit, , https://designsprintkit.withgoogle.com/, 2016). Retrieved August 2017 from; Kelley, T., The art of innovation (2001) Broadway Business; Knapp, J., Zeratsky, J., Kowitz, B., (2016) Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days, , Simon & Schuster; Kolb, D.A., (2014) Experiential Learning: Experience as The Source of Learning and Development, , FT Press; Landis, D., (2017) What Does Lean UX Have That I Don’T?, , https://lithespeed.com/lean-ux-dont-part-1-3-2/, 2017). Retrieved August 2017 from; McKim, R.H., (1972) Experiences in Visual Thinking, , Brooks/Cole Publishing; Razzouk, R., Shute, V., What is design thinking and why is it important? (2012) Review of Educational Research, 82 (3), pp. 330-348. , 2012; Santovec, M., Design thinking: A tool to solve challenging problems (2012) Women in Higher Education, 21 (11), p. 7. , 2012; Simon, H.A., (1996) The Sciences of The Artificial, , MIT Press},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Fenwick201736,
author={Fenwick, J.},
title={Catching a few important fish-internet mediated plagiarism},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={36-41},
doi={10.1145/3013499.3013504},
note={cited By 2; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014960335&doi=10.1145%2f3013499.3013504&partnerID=40&md5=a9ad264e4348650e047bbe20ee39fdda},
affiliation={University of Queensland, Centre for Geoscience Computing, Australia},
abstract={Students paying others to do their work is not new, but it has received significant attention recently. Such students are guilty of plagiarism but it is a different form to the common failures of omitted attribution or collusion. These acts are not (normally) detectable using the usual tools such as MOSS which look for duplication. While the number of (known) cases occurring may not be large relative to class sizes, it is important that these individuals are identiffed not just because of possible damage to reputation but also to morale. This work considers \contract cheating" and an approach to identifying guilty parties once a cheating incidence has been detected. This approach makes use of simple automation and is not overly burdensome even for large classes. © 2017 Copyright held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Contract cheating;  Plagiarism;  Programming assessment},
keywords={Education;  Intellectual property, Class size;  Plagiarism, Students},
references={Atallah, M.J., Raskin, V., Crogan, M., Hempelmann, C., Kerschbaum, F., Mohamed, D., Naik, S., Natural language watermarking: Design (2001) Analysis, and A Proof-of-Concept Implementation, pp. 185-200. , Springer Berlin Heidelberg, Berlin, Heidelberg; Belot, H., Cheating at Major Australian Universities May Be Easier Than Many Realise, , http://www.smh.com.au/national/education/cheating-at-major-australian-universities-may-beeasier-than-many-realise-20160122-gmbq30.html; Bern, M., Breidenbach, J., Goldberg, D., (2001) Trustworthy Paper Documents, pp. 1-12. , Springer Berlin Heidelberg, Berlin, Heidelberg; Chor, B., Fiat, A., Naor, M., (1994) Tracing Traitors, pp. 257-270. , Springer Berlin Heidelberg, Berlin, Heidelberg; Clarke, R., Lancaster, T., Eliminating the successor to plagiarism? Identifyving the usage of contract cheating sites (2006) Proceedings of 2nd International Plagiarism Conference, , June; Clarke, R., Lancaster, T., Establishing a systematic six-stage process for detecting contract cheating (2007) Pervasive Computing and Applications, 2007. ICPCA 2007. 2nd International Conference on, pp. 342-347. , July; Dick, M., Sheard, J., Hasen, M., (2008) Prevention Is Better Than Cure: Addressing Cheating and Plagiarism Based on the IT Student Perspective, Chapter 11. Information Science Reference (IGI Global Student Plagiarismin An Online World Problems and Solutions; Fisher, K., (2007) Universal to Track Drm-free Music Online Via Watermarking, , http://arstechnica.com/uncategorized/2007/08/11ThankstoS.Singhforthissuggestion.universal-to-track-drm-free-music-online-viawatermarking; Frederickson, B., (2015) Unicode Is Kind of Insane, , http://www.benfrederickson.com/unicode-insanity, February; (2012) Freelancer.com Acquires Vworker (Formerly Rentacoder.com, , https://www.freelancer.com/about/press, Nov; Hanrahan, M., (2008) Plagiarism Instruction, and Blogs, Chapter 12. Information Science Reference (IGI Global, , Student Plagiarismin an Online World problems and solutions; Lancaster, T., Clarke, R., Staff led individualised assessment | a case study (2010) 11th Annual Conference of the Subject Centre for Information and Computer Sciences, pp. 173-177; Lancaster, T., Culwin, F., Preserving academic integrity|ffghting against nonoriginality agencies (2007) British Journal of Educational Technology, 38 (1), pp. 153-157; McNeilage, A., Visentin, L., (2014) Students Enlist Mymaster Website to Write Essays, Assignments, , http://www.smh.com.au/national/education/students-enlist-mymaster-website-to-writeessays-assignments-20141110-11k0xg, November; Parkins, B., Visentin, L., (2015) University of Wollongong Student Stripped of Degree after Being Caught in Mymaster Essay-cheating Racket, , http://www.smh.com.au/national/education/university-of-wollongong-student-strippedof-degree-after-being-caught-in-mymasteressaycheating-racket-20150531-ghdr7n, June; Schneier, B., (2005) Unicode Url Hack, , https://www.schneier.com/blog/archives/2005/02/unicodeurlhac1.html, June; Walker, M., Townley, C., Contract cheating: A new challenge for academic honesty? (2012) Journal of Academic Ethics, 10 (1), pp. 27-44; Wright, P., (1987) Spy Catcher, , William Heinemann Australia},
correspondence_address1={Fenwick, J.; University of Queensland, Australia; email: joelfenwick@uq.edu.au},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon201742,
author={Simon},
title={Designing programming assignments to reduce the likelihood of cheating},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={42-47},
doi={10.1145/3013499.3013507},
note={cited By 1; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014937854&doi=10.1145%2f3013499.3013507&partnerID=40&md5=cd5c546bd76e0f668838f9caa36e90f4},
affiliation={University of Newcastle, Australia},
abstract={Understanding that there will always be some students who would rather cheat on their assessments than complete them with integrity, a number of authors have proposed rules of thumb for writing assignments that will reduce the incidence of cheating. Unfortunately, these rules are so general as to be of little help when it comes to actually designing an assignment, and then varying it from one course offering to the next. This paper uses a case study, a programming assignment in cryptography, to propose specific guidelines that can be applied to the design of programming assignments to reduce the chance that students will be able to copy from students in prior offerings of the course, and to reduce the chance that students will be able to copy from programs found on the web. The guidelines illustrated by the case study are to begin with something basic, to add hidden complexity, to add manifest complexity, to add levels of complexity, to vary the assignment substantially in each successive offering, and to have multiple test plans. © 2017 ACM.},
keywords={Academic integrity;  Cheating;  Computing education;  Cryptography;  Programming assignments},
keywords={Cryptography;  Curricula;  Education, Academic integrity;  Cheating;  Computing education;  Multiple test;  Programming assignments;  Writing assignments, Students},
references={Dadamo, D.T., The correlation quiz: An aid in curbing cheating in programming assignments (1990) ACM SIGCSE Bulletin, 22 (2), pp. 52-54; D'Souza, D., Hamilton, M., Harris, M., Software development marketplaces-implications for plagiarism (2007) Ninth Australasian Computing Education Conference (ACE2007), pp. 27-33. , Ballarat, Australia; Dick, M., Sheard, J., Bareiss, C., Carter, J., Joyce, D., Harding, T., Laxer, C., Addressing student cheating: Definitions and solutions (2003) ACM SIGCSE Bulletin, 35 (2), pp. 172-184; Garera, S., Vasconcelos, J., Challenges in teaching a graduate course in applied cryptography (2009) ACM SIGCSE Bulletin, 41 (2), pp. 103-107; Hakulinen, L., (2015) Gameful Approaches for Computer Science Education, , Doctoral dissertation, Aalto University; Dulal, C., Kar, Teaching cryptography in an applied computing program (2006) Journal of Computing in Small Colleges, 21 (4), pp. 119-126; Sheard, J., Carbone, A., Dick, M., Determination of factors which impact on IT students' propensity to cheat (2002) Fifth Australasian Computing Education Conference (ACE2003), pp. 119-126. , Adelaide, Australia; Simon, (1983) Quality Programs for the BBC Micro, , Micro Press, Tunbridge Wells, UK; Simon, Assessment in online courses-some questions and a novel technique (2005) Higher Education in A Changing World: Research and Development in Higher Education, 28, pp. 501-506; Beth Cook, S., Sheard, J., Carbone, A., Johnson, C., Academic integrity: Differences between computing assessments and essays (2013) 13th International Conference on Computing Education Research (Koli Calling 2013), pp. 23-32. , Koli, Finland; Spillman, R., A software tool for teaching classical & contemporary cryptology (2004) CCSC Northwestern Conference 2004, pp. 114-124. , Consortium for Computing Sciences in Colleges; Zobel, J., "uni Cheats Racket": A case study in plagiarism investigation (2004) Sixth Australasian Computing Education Conference (ACE2004), pp. 357-365. , Dunedin, New Zealand},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Thevathayan2017103,
author={Thevathayan, C. and Spichkova, M. and Hamilton, M.},
title={Combining agile practices with incremental visual tasks},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={103-112},
doi={10.1145/3013499.3013510},
note={cited By 1; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014885439&doi=10.1145%2f3013499.3013510&partnerID=40&md5=6359172ec62ba8ae107ef62fc8a64be6},
affiliation={RMIT University, PO Box 2476, Melbourne, 3001, Australia},
abstract={Many employers are demanding graduates acquire project experience especially in an agile environment. Final year projects alone cannot equip students adequately unless they have already gained a solid foundation in the underlying principles, technologies and processes. Students should ideally be exposed to Software Engineering (SE) principles from their first programming course. However, the core principles such as agility, extensibility, reusability and maintainability are often too abstract for novice programmers. This paper presents an active learning approach using our visual framework Iteron. Iteron extends our prior work using a visual constructivist approach by allowing SE principles and agile practices to be interspersed with programming constructs such as arrays and methods. Students' feedback on learning outcomes was very positive as they found this approach both engaging and challenging. Performance in the follow-on assignment and the final exam showed a substantial improvement after introducing Iteron. Moreover, a much stronger correlation was noted between individual student performance in the initial assignment and the final exam. © 2017 ACM.},
keywords={Active learning;  Computer science education;  Constructivism;  Incremental learning;  Software engineering education;  Test-driven approach;  Visualisation},
keywords={Artificial intelligence;  Education;  Education computing;  Reusability;  Software engineering;  Software testing;  Students;  Vision;  Visualization, Active Learning;  Computer Science Education;  Constructivism;  Constructivist approaches;  Incremental learning;  Project experiences;  Student performance;  Underlying principles, Engineering education},
references={(2001) Manifesto for Agile Software Development, , http://agilemanifesto.org, last accessed 13/08/2016; Baecker, R.M., (1998) Sorting Out Sorting: A Case Study of Software Visualization for Teaching Computer Science, pp. 369-381. , chapter 24, MIT Press; Dagnino, A., Increasing the effectiveness of teaching software engineering: A university and industry partnership (2014) IEEE Conf. on Software Engineering Education and Training (CSEET, pp. 49-54; Eckerdal, A., McCartney, R., Mostrom, J.E., Ratcliffe, M., Sanders, K., Zander, C., Putting threshold concepts into context in computer science education (2006) SIGCSE Bull, 38 (3), pp. 103-107. , June; Feast, V., Bretag, T., Responding to crises in transnational education: New challenges for higher education (2005) Higher Education Research & Development, 24 (1), pp. 63-78; Frailey, D., The times, they are a changing (2014) IEEE 27th Conference on Software Engineering Education and Training (CSEET, pp. 1-2; Gal-Ezer, J., Vilner, T., Zur, E., Teaching algorithm eficiency at cs1 level: A different approach (2004) Computer Science Education, 14 (3), pp. 235-248; Hanssen, G.K., Smite, D., Moe, N.B., Signs of agile trends in global software engineering research: A tertiary study (2011) Proceedings of the 6th International Conference on Global Software Engineering Workshop, ICGSEW, pp. 17-23. , IEEE; Hoare, L., Swimming in the deep end: Transnational teaching as culture learning? (2013) Higher Education Research & Development, 32 (4), pp. 561-574; Korecko, S., Sorad, J., Dudlakova, Z., Sobota, B., A toolset for support of teaching formal software development (2014) Software Engineering and Formal Methods, pp. 278-283. , D. Giannakopoulou and G. Salaun, editors volume 8702 of LNCS, Springer; Kozulin, A., Gindis, B., Ageyev, V.S., Miller, S.M., (2003) Vygotsky's Educational Theory in Cultural Context, , Cambridge University Press; Kropp, M., Meier, A., Teaching agile software development at university level: Values, management, and craftsmanship (2013) 26th Conference on Software Engineering Education and Training, pp. 179-188. , IEEE; Kropp, M., Meier, A., Mateescu, M., Zahn, C., Teaching and learning agile collaboration (2014) 27th Conf. on Software Engineering Education and Training, pp. 139-148. , IEEE; Ma, L., Ferguson, J., Roper, M., Wood, M., Investigating the viability of mental models held by novice programmers (2007) 38th SIGCSE Technical Symposium on Computer Science Education, pp. 499-503. , ACM; Ma, L., Ferguson, J., Roper, M., Wood, M., Investigating and improving the models of programming concepts held by novice programmers (2011) Computer Science Education, 21 (1), pp. 57-80; Mayer, R.E., Different problem-solving competencies established in learning computer programming with and without meaningful models (1975) Journal of Educational Psychology, 67, pp. 725-734; Mayer, R.E., The psychology of how novices learn computer programming (1981) ACM Comput. Surv, 13 (1), pp. 121-141. , Mar; Naps, T., Cooper, S., Koldehofe, B., Leska, C., Rossling, G., Dann, W., Korhonen, A., McNally, M., Evaluating the educational impact of visualization (2003) SIGCSE Bull, 35 (4), pp. 124-136; Naps, T.L., Rossling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., Korhonen, A., Velazquez-Iturbide, J.A., Exploring the role of visualization and engagement in computer science education (2002) SIGCSE Bull, 35 (2), pp. 131-152; Noble, J., Pearce, D.J., Groves, L., Introducing alloy in a software modelling course (2008) Workshop on Formal Methods in Computer Science Education; Paasivaara, M., Blincoe, K., Lassenius, C., Damian, D., Sheoran, J., Harrison, F., Chhabra, P., Isotalo, V., Learning global agile software engineering using same-site and cross-site teams (2015) Int. Conf. on Software Engineering, pp. 285-294. , IEEE; Pane, J., Myers, B., (1996) Usability Issues in the Design of Novice Programming Systems; Powers, K., Ecott, S., Hirsheld, L.M., Through the looking glass: Teaching cs0 with alice (2007) SIGCSE Bull, 39 (1), pp. 213-217; Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) Journal of Engineering Education, 95, pp. 123-138; Schwaber, K., Beedle, M., (2002) Agile Software Development with Scrum, , Prentice-Hall; Sedelmaier, Y., Landes, D., Active and inductive learning in software engineering education (2015) 37th International Conference on Software Engineering, pp. 418-427. , volume 2 of ICSE, IEEE; Sirkia, T., Sorva, J., Exploring programming misconceptions: An analysis of student mistakes in visual program simulation exercises (2012) 12th International Conference on Computing Education Research, pp. 19-28. , ACM; Smith, D.C., Cypher, A., Spohrer, J., Kidsim: Programming agents without a programming language (1994) Commun. ACM, 37 (7), pp. 54-67. , July; Sorva, J., Karavirta, V., Malmi, L., A review of generic program visualization systems for introductory programming education (2013) Trans. Comput. Educ, 13 (4), pp. 1-64; Spichkova, M., Applied logic in engineering (2016) CoRR; Spichkova, M., Boring formal methods " or \sherlock holmes deduction methods"? (2016) Software Technologies: Applications and Foundations, pp. 242-252. , Springer; Spichkova, M., Zamansky, A., Teaching of formal methods for software engineering (2016) 11th International Conference on Evaluation of Novel Approaches to Software Engineering, , IEEE; Sprankle, M., Hubbard, J., (2011) Problem Solving & Programming Concepts, , Pearson Education; Szabo, C., Novice code understanding strategies during a software maintenance assignment (2015) Proceedings of the 37th International Conference on Software Engineering, ICSE, pp. 276-284. , IEEE Press; Thevathayan, C., Hamilton, M., Supporting diverse novice programming cohorts through exible and incremental visual constructivist pathways (2015) Conference on Innovation and Technology in Computer Science Education, ITiCSE, pp. 296-301. , ACM; Wing, J.M., Computational thinking (2006) Commun. ACM, 49 (3), pp. 33-35. , Mar; Zamansky, A., Farchi, E., Exploring the role of logic and formal methods in information systems education (2015) 2nd Human-Oriented Formal Methods Workshop (HOFM 2015, , Springer},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague2016,
author={Teague, D. and Fidge, C. and Xu, Y.},
title={Combining unsupervised and invigilated assessment of introductory programming},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843064},
art_number={a9},
note={cited By 3; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962621420&doi=10.1145%2f2843043.2843064&partnerID=40&md5=e21223e63a2eca5f53ae1ebd93ef8cbf},
affiliation={Queensland University of Technology (QUT), Brisbane, QLD, Australia},
abstract={We compared student performance on large-scale take-home assignments and small-scale invigilated tests that require competency with exactly the same programming concepts. The purpose of the tests, which were carried out soon after the take home assignments were submitted, was to validate the students' assignments as individual work. We found widespread discrepancies between the marks achieved by students between the two types of tasks. Many students were able to achieve a much higher grade on the take-home assignments than the invigilated tests. We conclude that these paired assessments are an effective way to quickly identify students who are still struggling with programming concepts that we might otherwise assume they understand, given their ability to complete similar, yet more complicated, tasks in their own time. We classify these students as not yet being at the neo-Piagetian stage of concrete operational reasoning. © 2016 ACM.},
keywords={Assessment;  Introductory programming;  Neo-Piagetian theory;  Novice programmers},
keywords={Education, Assessment;  Introductory programming;  Neo-piagetian theories;  Novice programmer;  Programming concepts;  Small scale;  Student performance, Students},
references={Adams, A., Student assessment in the ubiquitously connected world (2011) Computers and Society, 41 (1), pp. 6-17; Assiter, K., Work in progress - Programming assignment summary for analysis, qualitative assessment and continuous improvement in CS1 - CS3 (2010) The ASE/IEEE Frontiers in Education Conference, , Washington, DC; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) Inroads - The SIGCSE Bulletin, 39 (2), p. 5; Besser, L., Cronau, P., Degrees of deception (2015) Four Corners, , http://www.abc.net.au/4corners/stories/2015/04/20/4217741.htm, Producer, April 20, Television Program; Boom, J., Commentary on: Piaget's stages: The unfinished symphony of cognitive development (2004) New Ideas in Psychology, 22, pp. 239-247; Corney, M., Teague, D., Thomas, R., Engaging students in programming (2010) The 12th Australasian Computing Education Conference (ACE2010), , http://elena.aut.ac.nz/homepages/ace2010, Brisbane, Australia; Du Boulay, B., O'Shea, T., Monk, J., The black box inside the glass box: Presenting computing concepts to novices (1981) International Journal of Man-machine Studies, 14 (3), pp. 237-249; Feldman, D.H., Piaget's stages: The unfinished symphony of cognitive development (2004) New Ideas in Psychology, 22, pp. 175-231; Gomes, A., Mendes, A.J., A study on student performance in first year CS courses (2010) The ITiCSE 2010, , Bilkent, Ankara, Turkey; Hafner, W., Ellis, T.J., Work in progress - Authenticating authorship of student work: Beyond plagiarism detection (2005) The ASEE/IEEE Frontiers in Education Conference, , Indianapolis, IN; Kift, S., The next, great first year challenge: Sustaining, coordinating and embedding coherent institution-wide approaches to enact the FYE as "everybody's business" (2008) The 11th International Pacific Rim First Year in Higher Education Conference, an Apple for the Learner: Celebrating the First Year Experience, , Hobart, Australia; Lang, C., McKay, J., Lewis, S., Seven factors that influence ICT student achievement (2007) ACM SIGCSE Bulletin, Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education ITiCSE'07, 39 (3); Lister, R., Concrete and other neo-piagetian forms of reasoning in the novice programmer (2011) The 13th Australasian Computer Education Conference (ACE 2011), , http://crpit.com/confpapers/CRPITV114Lister.pdf, Perth, WA; Nelson, K., Kift, S., Clarke, J., Expectations and realities for first year students at an Australian University (2008) The 11th Pacific Rim First Year in Higher Education Conference, , Hobart, Australia; Siegler, R.S., (1996) Emerging Minds, , Oxford: Oxford University Press; Sorva, J., Notional machines and introductory programming education (2013) ACM Transactions on Computing Education, 13 (2). , http://dx.doi.org/10.1145/2483710.2483713; Teague, D., (2011) Pedagogy of Introductory Computer Programming: A People-first Approach, , Master of Information Technology Research Monograph, Queensland University of Technology, Brisbane; Teague, D., Corney, M., Is anybody there? Bootstrapping attendance with engagement (2011) The ASCILITE 2011 Changing Demands, , http://eprints.qut.edu.au/48134, Changing Directions, Hobart; Teague, D., Corney, M., Ahadi, A., Lister, R., A qualitative think aloud study of the early neo-piagetian stages of reasoning in novice programmers (2013) The 15th Australasian Computing Education Conference (ACE 2013), , http://crpit.com/confpapers/CRPITV136Teague.pdf, Adelaide, Australia; Teague, D., Corney, M., Fidge, C., Roggenkamp, M., Ahadi, A., Lister, R., Using neo-piagetian theory, formative in-class tests and think alouds to better understand student thinking: A preliminary report on computer programming (2012) The Australasian Association for Engineering Education Conference (AAEE 2012), , http://eprints.qut.edu.au/55828, Melbourne; Teague, D., Lister, R., Longitudinal think aloud study of a novice programmer (2014) The 16th Australasian Computing Education Conference (ACE 2014), , http://crpit.com/confpapers/CRPITV148Teague.pdf, Auckland, New Zealand; Teague, D., Lister, R., Ahadi, A., Mired in the web: Vignettes from charlotte and other novice programmers (2015) The 17th Australasian Computing Education Conference (ACE 2015), , http://crpit.com/confpapers/CRPITV160Teague.pdf, Sydney, Australia; Turnitin, (2011) Plagiarism and the Web: Myths and Realities, , https://turnitin.com/static/resources/documentation/turnitin/company/Turnitin_Whitepaper_Plagiarism_Web.pdf, Retrieved September 10, 2015, from; Utting, I., Bouvier, D., Caspersen, M., Elliott Tew, A., Frye, R., Kolikant Y.B.-D...., Wilusz, T., A fresh look at novice programmers' performance and their teachers' expectations (2013) The ITiCSE-WGR'13, , Canterbury, England UK; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) The Innovation and Technology in Computer Science Education (ITiCSE 2014), , http://dx.doi.org/10.1145/2591708.2591749, Uppsala, Sweden; Woszczynski, A.B., Haddad, H.M., Zgambo, A.F., Towards a model of student success in programming courses (2005) The 43rd ACM Southeast Conference, , Kennesaw, GA, USA},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rajala2016,
author={Rajala, T. and Kaila, E. and Lindén, R. and Kurvinen, E. and Lokkila, E. and Laakso, M.-J. and Salakoski, T.},
title={Automatically assessed electronic exams in programming courses},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843062},
art_number={a11},
note={cited By 15; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962571054&doi=10.1145%2f2843043.2843062&partnerID=40&md5=700ba2068abd8659e332953192d24b67},
affiliation={Department of Information Technology, University of Turku Graduate School (UTUGS), University of Turku, Turun Yliopisto, 20014, Finland},
abstract={Educational technology is nowadays utilized frequently in programming courses. Still, the final exams are mostly done using "traditional" pen-and-paper approach. In this paper, we present the adaptation of automatically assessed electronic exams in two programming courses. The first course was an introductory programming course taught using Java and the second one an advanced course about object-oriented programming. The usage of electronic exams offers several potential benefits for students, including, for example, the possibility to compile, test and debug the program code. To study the adaptation of electronic exams, we observed two instances of the courses mentioned above. Individual scores, submission counts and time spent on each task were analyzed. This data enabled us to classify the exercises in exams according to their difficulty level. This information can be used to further design exams to measure students' knowledge and skills adequately. The analyzed data and the student feedback seem to confirm that electronic exams are an excellent tool for evaluating students in programming courses, and can be recommended to other educators as well. © 2016 ACM.},
keywords={Automatic assessment;  Electronic exams;  Exercise difficulty;  Programming},
keywords={Computer programming;  Education;  Java programming language;  Mathematical programming;  Program debugging;  Software testing;  Students, Automatic assessment;  Electronic exams;  Exercise difficulty;  Individual scores;  Introductory programming course;  Potential benefits;  Programming course;  Student feedback, Object oriented programming},
references={Barros, J.P., Estevens, L., Dias, R., Pais, R., Soeiro, E., Using lab exams to ensure programming practice in an introductory programming course (2003) SIGCSE Bull, 35 (3), pp. 16-20. , June 2003; Daly, C., Waldron, J., Assessing the assessment of programming ability (2004) SIGCSE Bull, 36 (1). , March 2004; Dougiamas, M., Taylor, P., Moodle: Using learning communities to create an open source course management system (2003) World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2003 (1), pp. 171-178; Harland, J., D'Souza, D., Hamilton, M., A comparative analysis of results on programming exams (2013) Proceed Ings of Th e Fifteenth Austra Lasian Computing Education Conference, 136. , ACE'13; Jacobson, N., Using on-computer exams to ensure beginning students' programming competency (2000) SIGCSE Bull, p. 32; Ihantola, P., Ahoniemi, T., Karavirta, V., Seppälä, O., Review of recent systems for automatic assessment of programming assignments (2010) Proceedings of the 10th Koli Calling International Conference on Computing Education Research, pp. 86-93. , October, ACM; Kaila, E., Rajala, T., Laakso, M.-J., Salakoski, T., Effects, experiences and feedback from studies of a program visualization tool (2009) Informatics in Education, 8 (1), pp. 17-34; Kaila, E., Kurvinen, E., Lokkila, E., Laakso, M.-J., Salakoski, T., Redesigning an object-oriented programming course (2015) ACM Transactions on Computing Education, , Submitted to; Korhonen, A., Malmi, L., Algorithm simulation with automatic assessment (2000) ACM SIGCSE Bulletin, 32 (3), pp. 160-163. , 2000; Liaw, S.S., Investigating students' perceived satisfaction, behavioral intention, and effectiveness of elearning: A case study of the Blackboard system (2008) Computers & Education, 51 (2), pp. 864-873; Lokkila, E., Kaila, E., Karavirta, V., Salakoski, T., Laakso, M.-J., Redesigning introductory computer science courses to use tutorial-based learning (2015) ICEE 2015 - International Conference on Engineering Education; Navrat, P., Tvarozek, J., Online programming exercises for summative assessment in university courses (2014) Proceedings of the 15th International Conferen Ce on Computer System S and Technologies (CompSysTech'14); Parsons, D., Haden, P., Parson's programming puzzles: A fun and effective learning tool for first programming courses (2006) Proceedings of the 8th Australasian Conference on Computing Education, 52. , Australian Computer Society, Inc., 2006; Rajala, T., Lokkila, E., Lindén, R., Laakso, M.-J., Student feedback about electronic exams in introductory programming courses (2015) Proceedings of EDULEARN15-7th International Conference on Education and New Learning Technologies, , IATED Academy; Sheard, J., Simon, C.A., Chinn, D., Laakso, M.-J., Clear, T., De Raadt, M., D'Souza, D., Warburton, G., Exploring programming assessment instruments: A classification scheme for exam ination questions (2011) Proceedings of the Seventh International Workshop on Computing Educa Tion Resea Rch (ICER'11), pp. 33-38. , ACM, New York, NY, USA; Simon, S.J., D'Souza, D., Lopez, M., Luxton-Reilly, A., Putro, I.H., Robbins, P., Teague, D., Whalley, J., How (not) to write an introductory programming exam (2015) Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), 27, p. 30},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Butler2016,
author={Butler, M. and Morgan, M. and Sinclair, J. and Kalvala, S.},
title={Comparing international indicators of student engagement for computer science},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843065},
art_number={a6},
note={cited By 3; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962501637&doi=10.1145%2f2843043.2843065&partnerID=40&md5=7dada9f89b777f5e8643193ad6f0ed2c},
affiliation={Faculty of Information Technology, Monash University, Caulfield CampusVIC, Australia; Department of Computer Science, University of Warwick, Coventry, CV4 7AL, United Kingdom},
abstract={This paper investigates the design, structure and results produced by several widely used international surveys of student engagement, with specific regard to their validity in the Computer Science (CS) context. Of particular interest is the way that different survey instruments measure the multi-dimensional concept of 'student engagement'. By comparing the performance of CS in several contexts, key issues emerge regarding the impact of instrument design on results, how these results should be interpreted and if these results can actually be used to improve course delivery. The results highlight the need for reliable instruments that produce a clear and accurate picture of student engagement in specific disciplines, such as CS. This may lead to the design of more appropriate engagement measures for the CS context which can facilitate a more effective evidence-based response to any significant issues that may exist. It may also allow a more positive view to emerge of CS than is portrayed by current indicators. Copyright 2016 ACM.},
keywords={CS;  International measures;  Student experience},
keywords={Cesium;  Curricula;  Surveys, Course delivery;  Instrument designs;  International measures;  International survey;  Multi dimensional;  Student engagement;  Student experiences;  Survey instruments, Students},
references={Brogt, E., Comer, K., Interpreting differences between the United States and New Zealand university students' engagement scores as measured by the NSSE and AUSSE (2013) Assessment & Evaluation in Higher Education, 38 (6), pp. 713-736; Buckley, A., (2014) Engagement for Enhancement: Report of a UK Survey Pilot Higher Education Academy, , UK; Buckley, A., (2015) UK Engagement Survey 2014: The Second Pilot Year, , Higher Education Academy, UK; Coates, H., Development of the Australasian survey of student engagement (AUSSE) (2010) Higher Education, 60 (1), pp. 1-17; Coates, H., (2014) Engaging University Students: International Insights from System-wide Studies, , Springer; Douglas, J.A., Douglas, A., McClelland, R.J., Davies, J., Understanding student satisfaction and dissatisfaction: An interpretive study in the UK higher education context (2015) Studies in Higher Education, 40 (2), pp. 329-349; Fredricks, J.A., McColskey, W., The measurement of student engagement: A comparative analysis of various methods and student self-report instruments (2012) Handbook of Research on Student Engagement, pp. 763-782. , Springer US; Garland, R., The mid-point on a rating scale: Is it desirable (1991) Marketing Bulletin, 2 (1), pp. 66-70; Graduate Careers Australia, (2015) 2014 University Experience Survey National Report, , http://docs.education.gov.au/system/files/doc/other/ues14_report_final_access2a.pdf, Accessed 11 September 15; Harper, S.R., Quaye, S.J., Beyond sameness, with engagement and outcomes for all (2009) Student Engagement in Higher Education, pp. 1-15; Kahu, E.R., Framing student engagement in higher education (2013) Studies in Higher Education, 38 (5), pp. 758-773; Krause, K.L., Coates, H., Students' engagement in first-year university (2008) Assessment & Evaluation in Higher Education, 33 (5), pp. 493-505; Kuh, G.D., (2001) The National Survey of Student Engagement: Conceptual Framework and Overview of Psychometric Properties, , Bloomington: Indiana University Center for Postsecondary Research; Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., Hayek, J.C., (2011) Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations: ASHE Higher Education Report, 116. , John Wiley & Sons; Pascarella, E.T., Seifert, T.A., Blaich, C., How effective are the NSSE benchmarks in predicting important educational outcomes? (2010) Change: The Magazine of Higher Learning, 42 (1), pp. 16-22; Porter, S.R., Do college student surveys have any validity? (2011) The Review of Higher Education, 35 (1), pp. 45-76; Porter, S.R., Self-reported learning gains: A theory and test of college student survey response (2013) Research in Higher Education, 54 (2), pp. 201-226; Porter, S.R., Umbach, P.D., Student survey response rates across institutions: Why do they vary? (2006) Research in Higher Education, 47 (2), pp. 229-247; Radloff, A., Coates, H., James, R., Krause, K.L., (2011) Report on the Development of the University Experience Survey; Robinson, L., Sykes, A., Listening to students' views on NSS data for quality enhancement (2014) Health and Social Care Education, 3 (1), pp. 35-40; Sinclair, J., Butler, M., Morgan, M., Kalvala, S., Measures of student engagement in Computer Science (2015) Proceedings of the 2015 Conference on Innovation & Technology in Computer Science Education, , ACM; Trustees of Indiana University, (2015) About NSSE, , http://nsse.indiana.edu, Accessed 11 September 15; Trowler, V., (2010) Student Engagement Literature Review, , York: Higher Education Academy},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sheard2014113,
author={Sheard, J. and Simon and Dermoudy, J. and D'Souza, D. and Hu, M. and Parsons, D.},
title={Benchmarking a set of exam questions for introductory programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={113-121},
note={cited By 7},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984923542&partnerID=40&md5=1bb4f3ca22a8bf4a88544b8a4c102b7e},
affiliation={Monash University, Australia; University of Newcastle, Australia; University of Tasmania, Australia; RMIT University, Australia; University of Otago, New Zealand; Otago Polytechnic, New Zealand},
abstract={This paper reports on the combining of two related but hitherto distinct themes in programming education research. The first is the recognition that students in programming courses tend to perform far more poorly than their teachers would like, and further, more poorly than their teachers would expect without a careful analysis of their results. The second is the proposal of a number of different styles of examination question, sometimes coupled with analysis of student performance on those questions, typically at single institutions. This work combines these themes by including a common set of short questions in the final examinations of introductory programming courses at six institutions in Australia and New Zealand, and analysing the student performance across all six institutions. The analysis results in a set of four simple questions that can be used to benchmark student performance in introductory programming courses at a wide range of institutions. © 2014, Australian Computer Society, Inc.},
keywords={assessment;  CS1;  examination papers;  introductory programming;  quality;  Standards},
keywords={Benchmarking;  Education;  Image quality;  Societies and institutions;  Standards;  Students, assessment;  Exam questions;  Final examinations;  Introductory programming;  Introductory programming course;  Programming course;  Programming education;  Student performance, Teaching},
references={Cameron, I., Hadgraft, R., (2010) Engineering and ICT Learning and Teaching Academic Standards Statement, , Strawberry Hills, NSW, Australia: Australian Learning and Teaching Council; Clear, T., Philpott, A., Robbins, P., Simon, (2009) Report on the Eighth BRACElet Workshop, 7 (1). , BRACElet Technical Report 01/08 AUT University, Auckland. Bulletin of Applied Computing and Information Technology; Harland, J., D'Souza, D., Hamilton, M., A comparative analysis of results on programming exams (2013) proceedings of the 15th Australasian Computing Education Conference (ACE 2013), , Adelaide, Australia; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Corney, M., Curran, J., D'Souza, D., Fidge, C., Gluga, R., Hamilton, M., Simon Teague, D., Toward a shared understanding of competency in programming: An invitation to the BABELnot project (2012) proceedings of the 14th Australasian Computing Education Conference (ACE 2012), , Melbourne, Australia; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Ben-David Kolikant, Y., Laxer, C., Wilusz, T., A multi-national, multi-institutional study assessment of programming skills of first-year CS students (2001) SIGCSE Bulletin-Working Group reports: Making inroads to improve computing education, 33 (4), pp. 125-140; Oliver, R., Towers, S., Benchmarking ICT literacy in tertiary learning settings (2000) proceedings of the 17th Annual Australian Society for Computers in Learning in Tertiary Education (ASCILITE 2000), , Coffs Harbour, Australia; Pea, R.D., Language-independent conceptual "bugs" in novice programming (1986) Journal of Educational Computing Research, 2 (1), pp. 25-36; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 exam question content (2011) In proceedings of the 42nd ACM Technical Symposium on Computer Science Education (SIGCSE'11), , Dallas, Texas, USA; Sheard, J., Simon Carbone, A., Chinn, D., Clear, T., Corney, M., D'Souza, D., Fenwick, J., Teague, D., How difficult are exams? A framework for assessing the complexity of introductory programming exams (2013) In proceedings of the 15th Australasian Computing Education Conference (ACE 2013), , Adelaide, Australia; Sheard, J., Simon Hamilton, M., Lönnberg, J., Analysis of research into the teaching and learning of programming (2009) In proceedings of the Fifth International Computing Education Research workshop (ICER 2009), , Berkeley, San Francisco, USA; Sim, S.E., Easterbrook, S., Holt, R., Using benchmarking to advance research: A challenge to software engineering (2003) proceedings of the 25th International Conference on Software Engineering; Simon, Assignment and sequence: why some students can't read a simple swap (2011) In proceedings of the Eleventh International Conference on Computing Education Research-Koli Calling 2011, , Joensuu, Finland; Simon, Soloway's rainfall problem has become harder (2013) In proceedings of the First International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2013), , Macau; Simon Sheard, J., Carbone, A., D'Souza, D., Harland, J., Laakso, M.-J., Can computing academics assess the difficulty of programming examination questions? (2012) proceedings of the 11th Koli Calling International Conference on Computing Education Research, , Finland; Simon Snowdon, S., Explaining program code: giving students the answer helps-but only just (2011) proceedings of the Seventh International Computing Education Research Workshop (ICER 2011).; Simon, B., Clancy, M., McCartney, R., Morrison, B., Richards, B., Sanders, K., Making sense of data structures exams (2010) In proceedings of the Sixth International Computing Education Research workshop (ICER 2010), , Aarhus, Denmark; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Soloway, E., Ehrlich, K., Bonar, J., Greenspan, J., (1982) What do novices know about programming?, , Yale University, Department of Computer Science; (2012) Tertiary Education Quality and Standards Agency, , http://www.teqsa.gov.au/highereducation-standards-framework, Australian Government; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An Australasian study of reading and comprehension skills in novice programmers, using the Bloom and SOLO taxonomies (2006) In proceedings of the Eighth Australasian Computing Education conference (ACE 2006), , Hobart, Australia; Woolf, H., Cooper, A., Bourdillon, B., Bridges, P., Collymore, D., Haines, C., Turner, D., Yorke, M., Benchmarking academic standards in history: An empirical exercise (1999) Quality in Higher Education, 5 (2), pp. 145-154},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Putro2014123,
author={Putro, I.H. and Carbone, A. and Sheard, J.},
title={Developing a framework to assess students' contributions during wiki construction},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={123-131},
note={cited By 5},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984870734&partnerID=40&md5=f166161fda50ff7abf214f1865a85916},
affiliation={Faculty of Information Technology, Monash University, Australia; Monash University, Australia},
abstract={The emergence of Web 2.0 technologies and their increasing use in higher education have provided opportunities for building collaborative learning environments for students. Collaborative experiences are particularly beneficial for preparing students for their future workplace environments. Moreover, the creation and sharing of resources and information as afforded by Web 2.0 technologies can also improve a student's learning experience. Web 2.0 technologies such as wikis can be used to enable and support new and varied forms of group work learning. Wikis provide tools for measuring students' contributions, such as the number, size and regularity of their contributions. However, the value of the students' collaboration and interactions as they worked together as a group is more difficult to determine. This suggests a need for an assessment framework to evaluate the value of students' contributions and their interactions in wiki-based group work assignments. The framework was built from a review of the literature, drawing on relevant research for assessing group work. Future studies will trial this assessment framework in a real unit setting that applies wikis for group work. © 2014, Australian Computer Society, Inc.},
keywords={Assessment;  Group work;  Wikis},
keywords={Computer aided instruction;  Education;  Engineering education;  Web services;  World Wide Web, Assessment;  Collaborative learning environment;  Group work;  Higher education;  Learning experiences;  Web 2.0 Technologies;  Wikis;  Workplace environments, Students},
references={Arazy, O., Stroulia, E., Ruecker, S., Arias, C., Fiorentino, C., Ganev, V., Yau, T., Recognizing contributions in wikis: Authorship categories, algorithms, and visualizations (2010) Journal of the American Society for Information Science and Technology, 61 (6), pp. 1166-1179; Arnold, N., Ducate, L., Kost, C., Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis (2012) CALICO Journal, 29 (3), pp. 431-448; Brodahl, C., Hadjerrouit, S., Hansen, N.K., Collaborative writing with Web 2.0 technologies: education students' perceptions (2011) Journal of Information Technology Education, 10, pp. 73-103; Cajander, A., Clear, T., Daniels, M., Edlund, J., Hamrin, P., Laxer, C., Persson, M., Students analyzing their collaboration in an international Open Ended Group Project (2009) Frontiers in Education Conference, 2009, pp. 1-6. , FIE'09. 39th IEEE. IEEE; Cajander, ã., Daniels, M., Cullhed, M., Clear, T., Mcdermott, R., Laxer, C., Categorizing How Students Use Collaborative Technologies in a Globally Distributed Project (2012) Proc. 42nd ASEE/IEEE Frontiers in Education Conference. IEEE, pp. 1325-1330; Calvani, A., Fini, A., Molino, M., Ranieri, M., Visualizing and monitoring effective interactions in online collaborative groups (2010) British Journal of Educational Technology, 41 (2), pp. 213-226; Caple, H., Bogle, M., Making group assessment transparent: what wiki can contribute to collaborative projects (2013) Assessment & Evaluation in Higher Education, 38 (2), pp. 198-210; Cole, M., Using Wiki technology to support student engagement: Lessons from the trenches (2009) Computers & Education, 52 (1), pp. 141-146; Curtis, D.D., Lawson, M.J., Exploring collaborative online learning (2001) Journal of Asynchronous Learning Networks, 5 (1), pp. 21-34; Davies, W.M., Groupwork as a form of assessment: common problems and recommended solutions (2009) Higher Education, 58 (4), pp. 563-584; Ebner, M., Kickmeier-Rust, M., Holzinger, A., Utilizing wiki-systems in higher education classes: A chance for universal access? (2008) Universal Access in the Information Society, 7 (4), pp. 199-207; Ehmann, K., Large, A., Beheshti, J., Collaboration in context: Comparing article evolution among subject disciplines in Wikipedia (2008) First Monday, 13 (10); Entwistle, N., Waterston, S., Approaches to studying and levels of processing in university students (1988) British Journal of Educational Psychology, 58 (3), pp. 258-265; Farrell, V., Farrell, G., Kindler, P., Ravalli, G., Hall, D., Capstone project online assessment tool without the paper work (2013) Proceedings of the 18th ACM conference on Innovation and technology in computer science education, pp. 201-206. , Canterbury, England, UK. 2462484: ACM; Hall, D., Buzwell, S., The problem of freeriding in group projects: Looking beyond social loafing as reason for non-contribution (2013) Active Learning in Higher Education, 14 (1), pp. 37-49; Hartshorne, R., Ajjan, H., Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests (2009) Journal of Computing in Higher Education, 21 (3), pp. 183-198; Hemmi, A., Bayne, S., Land, R., The appropriation and repurposing of social technologies in higher education (2009) Journal of Computer Assisted Learning, 25 (1), pp. 19-30; Hutter, M., Diehl, M., Motivation losses in teamwork The effects of team diversity and equity sensitivity on reactions to free-riding (2011) Group Processes & Intergroup Relations, 14 (6), pp. 845-856; Jacques, D., (1984) Learning in Groups, , London, Croom Helm; Johns-Boast, L., Group work and individual assessment (2010) 21st Annual Conference of the Australasian Association for Engineering Education, pp. 46-51. , Sydney; Jones, K., Discouraging Social Loafing During Team-Based Assessments (2013) Teaching Innovation Projects, 3 (1), p. 13; Judd, T., Kennedy, G., Cropper, S., Using wikis for collaborative learning: Assessing collaboration through contribution (2010) Australasian Journal of Educational Technology, 26 (3), pp. 341-354; Keengwe, J., Faculty integration of technology into instruction and students' perceptions of computer technology to improve student learning (2007) Journal of Information Technology Education, 6 (1), pp. 169-179; Kille, A., Wiki in the workplace: how wiki can help manage knowledge in library reference services (2006) Library and Information Science Research Electronic Journal, 16 (1), pp. 1-17; Kubincova, Z., Homola, M., Janajev, R., Toolsupported Assessment of Wiki-based Assignments (2012) CSEDU, (2), pp. 58-67; Larusson, J.A., Alterman, R., Wikis to support the collaborative? part of collaborative learning (2009) International Journal of Computer-Supported Collaborative Learning, 4 (4), pp. 371-402; Li, M., Use of wikis in second/foreign language classes: A literature review (2012) Computer-Assisted Language Learning-Electronic Journal, 13 (1), pp. 17-35; Lundin, R.W., Teaching with wikis: Toward a networked pedagogy (2008) Computers and Composition, 25 (4), pp. 432-448; Ma, W.W.K., Yuen, A.H.K., A qualitative analysis on collaborative learning experience of student journalists using wiki (2008) Hybrid Learning and Education, , J. Fong, R. K., & F.L. Wang ed. Berlin: Springer-Verlag; Macdonald, J., Assessing online collaborative learning: process and product (2003) Computers & Education, 40 (4), pp. 377-391; Maguire, S., Edmondson, S., Student evaluation and assessment of group projects (2001) Journal of Geography in Higher Education, 25 (2), pp. 209-217; Mahenthiran, S., Rouse, P.J., The impact of group selection on student performance and satisfaction (2000) International Journal of Educational Management, 14 (6), pp. 255-265; Matthews, D., Schrum, L., High-speed Internet use and academic gratifications in the college residence (2003) The Internet and Higher Education, 6 (2), pp. 125-144; Meyer, K.A., A comparison of Web 2.0 tools in a doctoral course (2010) The Internet and Higher Education, 13 (4), pp. 226-232; Minocha, S., Thomas, P.G., Collaborative Learning in a Wiki Environment: Experiences from a software engineering course (2007) New Review of Hypermedia and Multimedia, 13 (2), pp. 187-209; Mitchell, I., Carbone, A., A typology of task characteristics and their effects on student engagement (2011) International Journal of Educational Research, 50 (5), pp. 257-270; Mulvey, P.W., Klein, H.J., The impact of perceived loafing and collective efficacy on group goal processes and group performance (1998) Organizational behavior and human decision processes, 74 (1), pp. 62-87; O'leary, D.E., Wikis:'From each according to his knowledge' (2008) Computer, 41 (2), pp. 34-41; Orr, S., Collaborating or fighting for the marks? Students' experiences of group work assessment in the creative arts (2010) Assessment & Evaluation in Higher Education, 35 (3), pp. 301-313; Pfeil, U., Zaphiris, P., Ang, C.S., Cultural differences in collaborative authoring of Wikipedia (2006) Journal of Computer Mediated Communication, 12 (1), pp. 88-113; Richardson, W., (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms, , London, SAGE; Rovai, A.P., Facilitating online discussions effectively (2007) The Internet and Higher Education, 10 (1), pp. 77-88; Rovai, A.P., Barnum, K.T., On-line course effectiveness: An analysis of student interactions and perceptions of learning (2007) The Journal of Distance Education, 18 (1), pp. 57-73; Ruel, G., Bastiaans, N., Free-riding and team performance in project education (2003) International Journal of Management Education, 3 (1), pp. 26-37; Schrire, S., Interaction and cognition in asynchronous computer conferencing (2004) Instructional Science, 32 (6), pp. 475-502; Smith, G.G., Sorensen, C., Gump, A., Heindel, A.J., Caris, M., Martinez, C.D., Overcoming student resistance to group work: Online versus face-to-face (2011) The Internet and Higher Education, 14 (2), pp. 121-128; Sorensen, E.K., Takle, E., Collaborative knowledge building in web-based learning: Assessing the quality of dialogue (2002) International Journal on E-learning, 1 (1), pp. 28-32; Swan, K., Shen, J., Hiltz, S.R., Assessment and collaboration in online learning (2006) Journal of Asynchronous Learning Networks, 10 (1), pp. 45-62; Trentin, G., Using a wiki to evaluate individual contribution to a collaborative learning project (2009) Journal of Computer Assisted Learning, 25 (1), pp. 43-55; Tuckman, B.W., Developmental sequence in small groups (1965) Psychological bulletin, 63 (6), p. 384; Tuckman, B.W., Jensen, M.A.C., Stages of small-group development revisited (1977) Group & Organization Management, 2 (4), pp. 419-427; Twu, H., A predictive study of wiki interaction: Can attitude toward Wikis predict wiki interaction in high-context cultures groups (2010) Journal of Educational Technology Development and Exchange, 3 (1), pp. 57-68; Valente, B., Mauri-Cio, P., Teodoro, A., WHAT KIND OF INTERACTION IS ACCOMPLISHED DURING THE CONSTRUCTION OF A WIKI? (2012) II International Congress-ICT and Education - ticEduca 2012, , Lisboa, Portugal; Venables, A., Tan, G., Realizing learning in the workplace in an undergraduate IT program (2009) Journal of Information Technology Education: Innovations in Practice, p. 8; Vratulis, V., Dobson, T.M., Social negotiations in a wiki environment: a case study with pre-service teachers (2008) Educational Media International, 45 (4), pp. 285-294; Waycott, J., Gray, K., Thompson, C., Sheard, J., Clerehan, R., Richardson, J., Hamilton, M., Transforming assessment in higher education: a participatory approach to the development of a good practice framework for assessing student learning through social web technologies (2010) Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney, 2010, pp. 1040-1050. , C.H. Steel, M. J. K., P. Gerbic & S. Housego, ed., Sydney; Wheeler, S., Yeomans, P., Wheeler, D., The good, the bad and the wiki: Evaluating student generated content for collaborative learning (2008) British Journal of Educational Technology, 39 (6), pp. 987-995},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason201323,
author={Mason, R. and Cooper, G.},
title={Distractions in programming environments},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={23-30},
note={cited By 2; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026554564&partnerID=40&md5=5e7b13263aff28030e7de4d5db1be448},
affiliation={Southern Cross University, Australia},
abstract={A workshop for teaching introductory programming using Lego Mindstorms NXT presented students with either a 'complete' or 'subset' form of user interface, both of which are pre-packaged with the application. The learning activities presented to all students only made use of the functionality contained within the subset interface and students presented with the complete interface only made use of the functionality associated with the subset version. Despite no reference to, or use being made of, the extended functionality of the complete interface, students undertaking activities in this mode reported higher levels of difficulty associated with learning programming and performed poorly on a test of programming concepts compared to students presented with the subset form of the interface. Results are explained in terms of Cognitive Load Theory, in particular, redundancy of information. Implications to the selection of programming languages and environments for teaching introductory programming are discussed.. © 2013, Australian Computer Society, Inc.},
keywords={Cognitive load;  Instructional design;  Introductory programming;  Lego mindstorms},
keywords={Computation theory;  Education;  Set theory;  User interfaces, Cognitive load theory;  Cognitive loads;  Instructional designs;  Introductory programming;  Learning programming;  LEGO mindstorms;  Programming concepts;  Programming environment, Students},
references={Boisvert, C., Web animation to communicate iterative development (2006) ACM SIGCSE Bulletin, 38, pp. 173-177; (2006) What is Alice and what is it good for?, , http://www.alice.org/index.php?page=what_is_alice/what_is_alice, (WWW Document); Chandler, P., Sweller, J., Cognitive Load Theory and the Format of Instruction (1991) Cognition and Instruction, 8, pp. 293-332; Cooper, G., Sweller, J., Effects of schema acquisition and rule automation on mathematical problem-solving transfer (1987) Journal of Educational Psychology, 79, pp. 347-362; de Raadt, M., Watson, R., Toleman, M., (2002) Language trends in introductory programming courses, , http://proceedings.informingscience.org/IS2002Proceedings/papers/deRaa136Langu.pdf, (WWW Document). Informing Science + IT Education Conference; Denning, P., McGettrick, A., Recentering Computer Science (2005) Communications of the ACM, 48, pp. 15-19; Dijkstra, E.W., Notes on Structured Programming (1972) Structured Programming, pp. 1-82. , Academic Press, New York, NY; Gomes, A., Mendes, A.J., An environment to improve programming education, in: Proceedings of the 2007 International Conference on Computer Systems and Technologies-CompSysTech '07 (2007) ACM Press, Bulgaria, pp. Article, 88, p. 6; Hundhausen, C.D., Farley, S.F., Brown, J.L., Can direct manipulation lower the barriers to computer programming and promote transfer of training? (2009) ACM Transactions on Computer-Human Interaction, 16, pp. 1-40; Jenkins, T., On the difficulty of learning to program (2002) Proceedings of the 3rd Annual Conference of the LTSN-ICS, pp. 53-58. , Loughborough, Ireland; Kelleher, C., Pausch, R., Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers (2005) ACM Computing Surveys (CSUR), 37, pp. 83-137; Kolling, M., The problem of teaching object-oriented programming, part 2: Environments (1999) Journal of Object-Oriented Programming, 11, pp. 6-12; Kolling, M., Henriksen, P., Game programming in introductory courses with direct state manipulation (2005) Proceedings of ITiSCE'05. ACM Press, pp. 59-63. , Caparica, Portugal; Ma, L., Ferguson, J., Roper, M., Wood, M., Investigating the viability of mental models held by novice programmers (2007) Proceedings of the 38th Technical Symposium on Computer Science Education, pp. 499-503. , ACM Press; Mason, R., Cooper, G., Comber, T., (2011) Girls get IT. ACM Inroads, 2, pp. 71-77; Mason, R., Cooper, G., Comber, T., It's (no longer) a remote chance for girls in IT (2011) Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education 2011, pp. 310-321. , University of South Australia, Adelaide, Australia; Mason, R., Cooper, G., de Raadt, M., Trends in Introductory Programming Courses in Australian Universities Languages, Environments and Pedagogy (2012) Proceedings of the Fourteenth Australasian Computing Education Conference (ACE2012), pp. 33-42. , de Raadt, M., Carbone, A. (Eds.). Australian Computer Society, Inc., Melbourne, Australia; Mayer, R.E., Anderson, R.B., Animations need narrations: An experimental test of a dual-coding hypothesis (1991) Journal of Educational Psychology, 83, pp. 484-490; Mayer, R.E., Chandler, P., When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? (2001) Journal of Educational Psychology, 93, pp. 390-397; Mayer, R.E., Heiser, J., Lonn, S., Cognitive constraints on multimedia learning: When presenting more material results in less understanding (2001) Journal of Educational Psychology, 93, pp. 187-198; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33, pp. 125-180; Mousavi, S.Y., Low, R., Sweller, J., Reducing cognitive load by mixing auditory and visual presentation modes (1995) Journal of Educational Psychology, 87, pp. 319-334; Paas, F., Training strategies for attaining transfer of problem-solving skills in statistics: A cognitive-load approach (1992) Journal of Educational Psychology, 84, pp. 429-434; Sweller, J., (1999) Instructional design in technical areas, , The Australian Council for Educational Research Ltd, Camberwell, VIC; Sweller, J., Cooper, G., The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985) Cognition and Instruction, 2, pp. 59-89; Tarmizi, R.A., Sweller, J., Guidance during mathematical problem solving (1988) Journal of Educational Psychology, 80, pp. 424-436; (2009) MINDSTORMS (WWW Document), , http://mindstorms.lego.com/~en-us/Default.aspx; Tindall-Ford, S., Chandler, P., Sweller, J., When two sensory modes are better than one (1997) Journal of Experimental Psychology: Applied, 3, pp. 257-287; Van Merrienboer, J.J.G., Kester, L., Paas, F., Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006) Applied Cognitive Psychology, 20, pp. 343-352; Zhu, X., Simon, H.A., Learning mathematics from examples and by doing (1987) Cognition and Instruction, 4, pp. 137-166},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Caspersen2013137,
author={Caspersen, M.E. and Nowack, P.},
title={Computational thinking and practice - A generic approach to computing in danish high schools},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={137-143},
note={cited By 16; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85000658244&partnerID=40&md5=be70a32e94934ac61dd03fc9cb88bc21},
affiliation={Centre for Science Education, Faculty of Science and Technology, Aarhus University, Aarhus, DK-8000, Denmark},
abstract={Internationally, there is a growing awareness on the necessity of providing relevant computing education in schools, particularly high schools. We present a new and generic approach to Computing in Danish High Schools based on a conceptual framework derived from ideas related to computational thinking. We present two main theses on which the subject is based, and we present the included knowledge areas and didactical design principles. Finally we summarize the status and future plans for the subject and related development projects. © 2013, Australian Computer Society, Inc.},
keywords={Application areas;  Computational thinking;  Core competencies;  Course content;  Curriculum structure;  Didactical design principles;  High school;  Knowledge areas;  Learning activities},
keywords={Curricula;  Societies and institutions;  Teaching, Application area;  Computational thinkings;  Core competencies;  Course contents;  Curriculum structure;  Design Principles;  High school;  Knowledge areas;  Learning Activity, Education},
references={Agesen, H., Nørgaard, P., (2009) Investigation of Computing Subjects in High School (in Danish: Undersøgelse af IT fagudbuddet I de gymnasiale uddannelser), , Department for High Schools, Ministry of Education, Denmark; Andersen, P.B., Bennedsen, J., Brandorff, S., Caspersen, M.E., Mosegaard, J., Teaching Programming to Liberal Arts Students-A Narrative Media Approach (2003) Proc. of the Conference on Innovation and Technology in Computer Science Education, 8, pp. 109-113. , Thessalonica, Greece, ACM Press; Astrachan, O., Cuny, J., Stephenson, C., Wilson, C., The CS10K Project: Mobilizing the Community to Transform High School Computing (2011) Proc. of the 42nd ACM Technical Symposium on Computer Science Education, 42, pp. 85-86. , Dallas, TX, USA, ACM Press; Astrachan, O., Briggs, A., Cuny, J., Diaz, L., Stephenson, C., Update on the CS Principles Project (2012) Proc. of the 43rd ACM Technical Symposium on Computer Science Education, 43, pp. 477-478. , Raleigh, NC, USA, ACM Press; Atkinson, R.K., Derry, S.J., Renkl, A., Wortham, D., Learning from Examples: Instructional Principles from the Worked Examples Research (2000) Review of Educational Research, 70 (2), pp. 181-214; Bargury, I.Z., A New Curriculum for Junior-High in Computer Science (2012) Proc. of the Conference on Innovation and Technology in Computer Science Education, 17, pp. 204-208. , Haifa, Israel, ACM Press; Bell, T., Andreae, P., Lambert, L., (2010) Computer Science in New Zealand High Schools, , presented at the meeting of the Twelfth Australasian Computing Education Conference (ACE 2010), Brisbane, Australia; Bell, T., Andreae, P., Robins, A., (2012) Computer science in NZ high schools: the first year of the new standards, , presented at the meeting of the 43rd ACM technical symposium on Computer Science Education, Raleigh, North Carolina, USA; Bennedsen, J., Caspersen, M.E., Teaching Object-Oriented Programming-Towards Teaching a Systematic Programming Process (2004) Proc. of the Eighth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts, , 18th European Conference on Object-Oriented Programming (ECOOP 2004), Oslo, Norway; Bennedsen, J., Caspersen, M.E., Kölling, M., (2008) Reflections on the Teaching of Programming, Lecture Notes in Computer Science, 4821. , Springer-Verlag; Caspersen, M.E., (2007) Educating Novices in the Skills of Programming, , DAIMI PhD Dissertation PD-07-04-(paper), 1602-0456 (online); Caspersen, M.E., Bennedsen, J., Instructional Design of a Programming Course: A Learning Theoretic Approach (2007) Proc. of the International Computing Education Research Workshop, 3, pp. 111-122. , Atlanta, Georgia, USA, ACM Press; Caspersen, M.E., Kölling, M., STREAM: A First Programming Process (2009) ACM Transactions on Computing Education, 9 (1), pp. 4.1-4.29; Christensen, H.B., Caspersen, M.E., (2002) Frameworks in CS1: a Different Way of Introducing Event-Driven Programming, , Proc. of the Conference on Innovation and Technology in Computer Science Education. Aarhus, Denmark, 7:75-79; Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., Glaser, R., Self-explanations: How students study and use examples in learning to solve problems (1989) Cognitive Science, 13 (2), pp. 145-182; Cutts, Q., Esper, S., Simon, B., Computing as the 4th "R" (2011) Proc. of the International Computing Education Research Workshop, 7, pp. 133-138. , Providence, RI, USA, ACM Press; (2011) Information Technology B and C, Eight Reports With Guidelines for Information Technology B and C at stx, hf, htx, and hhx, , http://www.uvm.dk/Uddannelser-og-dagtilbud/Gymnasiale-uddannelser/Studieretninger-og-fag/Forsoegsfag-i-de-gymnasiale-uddannelser/Informationsteknologi-C-og-B, Department of High Schools, Ministry of Education (in Danish, accessed 24th August 2012); Denning, P.J., Great principles of computing (2003) Communications of the ACM, 46 (11), pp. 15-20; Gal-Ezer, J., Harel, D., What (Else) Should CS Educators Know? (1998) Communications of the ACM, 41 (9), pp. 77-84; Gal-Ezer, J., Harel, D., Curriculum and Course Syllabi for a High-School Program in Computer Science (1999) Computer Science Education, 9 (2), pp. 114-147; Guzdial, M., Paving the Way for Computational Thinking (2008) Communications of the ACM, 51 (8), pp. 25-27; Hadjerrouit, S., Teaching and Learning School Informatics: A Concept-Based Pedagogical Approach (2009) Informatics in Education, 8 (2), pp. 227-250; Hazzan, O., Lapidot, T., Ragonis, N., (2011) Guide to Teaching Computer Science: An Activity-Based Approach, , Springer-Verlag; Kölling, M., Quig, B., Patterson, A., Rosenberg, J., The BlueJ system and its pedagogy (2003) Computer Science Education, 13 (4), pp. 249-268; LeFevre, J.-A., Dixon, P., Do Written Instruction Need Examples? (1986) Cognition and Instruction, 3 (1), pp. 1-30; Pattis, R.E., A philosophy and example of CS-1 programming projects (1990) Proc. of the 21st ACM Technical Symposium on Computer Science Education, 21, pp. 34-39. , Washington D.C., USA, ACM Press; Perlis, A., (1962) The computer in the university, , In Computers and the World of the Future, 180-219. Greenberger, M. (ed.). MIT Press; (2012) Shut down or restart? The way forward for computing in UK schools, , The Royal Society, UK; Rushkoff, D., (2010) Program or Be Programmed-Ten Commands for a Digital Age, , New York, OR Books; Schmolitzky, A., (2005) Towards Complexity Levels of Object Systems Used in Software Engineering Education, , Proc. of the Ninth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts, 19th European Conference on Object-Oriented Programming (ECOOP 2005). Glasgow, UK; Steer, C., Hubwieser, P., Comparing the Efficiency of Different Approaches to Teach Informatics at Secondary Schools (2010) Informatics in Education, 9 (2), pp. 239-247; Van Diepen, N., Perrenet, J., Zwaneveld, B., Which Way with Informatics in High Schools in the Netherlands? The Dutch Dilemma (2011) Informatics in Education, 10 (1), pp. 123-148; Wing, J., Computational Thinking (2006) Communications of the ACM, 49 (3), pp. 33-35},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cain2013127,
author={Cain, A. and Woodward, C.J.},
title={Examining student reflections from a constructively aligned introductory programming unit},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={127-136},
note={cited By 5; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892660015&partnerID=40&md5=70d0f2f0eef9f687e6ca123053557c14},
affiliation={Faculty of Information and Communication Technologies, Swinburne University of Technology, John Street, Hawthorn, VIC  3122, Australia},
abstract={Constructive alignment has been widely accepted as a strong pedagogical approach that promotes deep learning, however its application to programming units in higher education has not been widely reported. A constructively aligned introductory programming unit with portfolio assessment provides an opportunity for students to reflect on their learning. These re ections provide a rich source of information for educators looking to identify topical and pedagogical issues influencing student outcomes. In this work we applied thematic analysis to the re ective reports presented by students as part of their portfolio submission for an introductory programming unit. The analysis indicates several interesting aspects related to both topical and pedagogical issues. These results can be used to inform the development of constructively aligned programming units, and inform future research. © 2013, Australian Computer Society, Inc.},
keywords={Constructive alignment;  Introductory programming;  Portfolio assessment;  Programming issues;  Reflection;  Thematic analysis},
keywords={Reflection;  Students, Constructive alignments;  Introductory programming;  ITS applications;  Pedagogical approach;  Pedagogical issues;  Portfolio assessment;  Student outcomes;  Thematic analysis, Education},
references={Armarego, J., Constructive alignment in se education: aligning to what? (2009) 'Software Engineering: effective teaching and learning approaches and practices', pp. 15-37. , in H. Ellis, S. Demurjian & Naveda, eds, ACM; Atkinson, C., (2007) Beyond bullets points: using microsoft®office powerpoint®2007 to create presentations that inform, motivate, and inspire, , Microsoft Press; Biggs, J., 'Enhancing teaching through constructive alignment' (1996) Higher Education, 32, pp. 347-364; Biggs, J., Tang, C., 'Assessment by portfolio: Constructing learning and designing teaching' (1997) Research and Development in Higher Education, pp. 79-87; Braun, V., Clarke, V., 'Using thematic analysis in psychology' (2008) Qualitative Research in Psychology, 3 (2), p. 77101; Braz, L.M., Visual syntax diagrams for programming language statements (1990) 'Proceedings of the 8th annual international conference on Systems documentation', pp. 23-27. , http://doi.acm.org/10.1145/97426.97987, SIGDOC '90, ACM, New York, NY, USA; Cain, A., Woodward, C.J., Toward constructive alignment with portfolio assessment for introductory programming (2012) 'Proceedings of the first IEEE International Conference on Teaching, Assessment and Learning for Engineering, pp. 345-350. , IEEE; Cohen, S.A., 'Instructional alignment: Searching for a magic bullet' (1987) Educational Researcher, 16 (8), pp. 16-20; Glasersfeld, E., 'Cognition, construction of knowledge, and teaching' (1989) Synthese, 80, pp. 121-140. , http://dx.doi.org/10.1007/BF00869951; Hoc, J.M., Nguyen-Xuan, A., 'Language semantics, mental models and analogy' (1990) Psychology of programming, 10, pp. 139-156; Lahtinen, E., Ala-Mutka, K., Järvinen, H.M., 'A study of the difficulties of novice programmers' (2005) ACM SIGCSE Bulletin, 37 (3), pp. 14-18; Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., Devlin, M., Paterson, J., 'A survey of literature on the teaching of introductory programming' (2007) ACM SIGCSE Bulletin, 39 (4), pp. 204-223; Ritchie, D.M., Johnson, S.C., Lesk, M.E., Kernighan, B.W., 'The c programming language' (1978) Bell Sys. Tech. J, 57, pp. 1991-2019; Robins, A., Rountree, J., Rountree, N., 'Learning and teaching programming: A review and discussion' (2003) Computer Science Education, 13 (2), pp. 137-172; Tang, C., Lai, P., Arthur, D., Leung, S.F., 'How do students prepare for traditional and portfolio assessment in a problem-based learning curriculum' (1999) Themes and Variation in PBL, , Newcastle: Australian Problem Based Learning Network; Thota, N., Whitfield, R., 'Holistic approach to learning and teaching introductory object-oriented programming' (2010) Computer Science Education, 20 (2), pp. 103-127; Van Canneyt, M., Klämpfl, F., (2011) Free Pascal User's Guide, , ftp://ftp.freepascal.org/pub/fpc/docs-pdf/user.pdf, 2.6 edn; Wirth, N., 'The programming language pascal' (1971) Acta informatica, 1 (1), pp. 35-63},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@ARTICLE{Ngai20131,
author={Ngai, E.W.T. and Lam, S.S. and Poon, J.K.L.},
title={Successful implementation of a computer-supported collaborative learning system in Teaching E-commerce},
journal={International Journal of Information and Communication Technology Education},
year={2013},
volume={9},
number={4},
pages={1-20},
doi={10.4018/ijicte.2013100101},
note={cited By 1},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907088320&doi=10.4018%2fijicte.2013100101&partnerID=40&md5=9521ed531e0846831ee227818ff760a6},
affiliation={Department of Management and Marketing, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Lee Shau Kee School of Business and Administration, Open University of Hong Kong, Homantin, Hong Kong; Hong Kong Community College, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong},
abstract={This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with additional knowledge and skills in e-commerce. In this paper, the authors focus on the practical implications of the project-based learning approach on the teaching and learning of introductory e-commerce in the business context. Results indicate that students are interested in the proposed approach, particularly in learning by doing. In conclusion, the authors describe in this paper the successful development of a project-based teamwork game environment for the teaching and learning of e-commerce in schools. This environment can enrich learning and the pedagogical use of development tools in the academe. Finally, the paper puts forward two propositions that can guide hypothesis generation in future research. Copyright © 2013, IGI Global.},
keywords={Collaborative Learning;  E-Commerce Education;  Educational Game;  Project-Based Teamwork Game;  Secondary Education},
keywords={Computer aided instruction;  Computer supported cooperative work;  Learning systems;  Students;  Teaching, Collaborative learning;  Computer Supported Collaborative Learning;  Educational game;  Hypothesis generation;  Project-based;  Project-based learning approach;  Teaching and learning;  Teaching and learning environments, Electronic commerce},
references={Alavi, M., Computer-mediated collaborative learning: An empirical evaluation (1994) Management Information Systems Quarterly, 18 (2), pp. 159-174. , doi:10. 2307/249763; Blake, B., Computer mediated communication: A window on L2 Spanish interlanguage (2000) Language Learning & Technology, 4 (1), pp. 120-136; Bruner, J.S., Models of the learner (1985) Educational Researcher, 14 (6), pp. 5-8. , doi:10. 3102/001318; Collazos, C.A., Guerrero, L.A., Pino, J.A., Renzi, S., Klobas, J., Ortega, M., Evaluating collaborative learning processes using system-based measurement (2007) Journal of Educational Technology & Society, 10 (3), pp. 257-274; Dalgarno, B., Interpretations of constructivism and consequences for computer assisted learning (2001) British Journal of Educational Technology, 32 (2), pp. 183-194. , doi:10. 1111/1467-8535. 00189; Dewiyanti, S., Brand-Gruwel, S., Jochems, W., Broers, N.J., Students' experiences with collaborative learning in asynchronous computer-supported collaborative learning environments (2007) Computers in Human Behavior, 23, pp. 496-514. , doi:10. 1016/j. chb. 2004. 10. 021; Dhamija, R., Heller, R., Hoffman, L.J., Teaching e-commerce to a multidisciplinary class (1999) Communications of the ACM, 42 (9), pp. 50-55. , doi:10. 1145/315762. 315771; Dillenbourg, P., Introduction: What do you mean by "collaborative learning (1999) Collaborative Learning: Cognitive and Computational Approaches, pp. 1-19. , In P Dillenbourg (Ed. ) Amsterdam: Pergamin Press; Dillenbourg, P., Fischer, F., Basics of computer-supported collaborative learning (2007) Zeitschrift für Berufs-und Wirtschaftspädagogik, 21, pp. 111-130; Ebner, M., Holzinger, A., Successful implementation of user-centered game based learning in higher education: An example from civil engineering (2007) Computers & Education, 49 (3), pp. 873-890. , doi:10. 1016/j. compedu. 2005. 11. 026; Forster, M., Masters, G., Projects (1996) The Australian Council for Educational Research Ltd; Forsyth, I., Jolliffe, A., Stevens, D., (1999) Delivering A Course: Practical Strategies for Teachers, Lecturers and Trainers, , (2nd ed. ). London, UK: Routledge; Gefen, D., E-commerce: The role of familiarity and trust (2000) Omega, 28, pp. 725-737. , doi:10. 1016/ S0305-0483(00)00021-9; Jones, A., Constructivism and other approaches to teacher education (1994) Teacher Education Quarterly, 21 (3), pp. 28-38; Judd, T., Kennedy, G., Cropper, S., Using wikis for collaborative learning: Assessing collaboration through contribution (2010) Australasian Journal of Educational Technology, 26 (3), pp. 341-354. , http://www.ascilite.org.au/ajet/ajet26/judd.html, Retrieved from; Kern, R.G., Restructuring classroom interaction with networked computer: Effects on quantity and characteristics of language production (1995) Modern Language Journal, 79, pp. 457-476. , doi:10. 1111/j. 1540-4781. 1995. tb05445. x; Kreijns, K., Kirschner, P.A., Jochems, W., Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research (2003) Computers in Human Behavior, 19 (3), pp. 335-353. , doi:10. 1016/ S0747-5632(02)00057-2; Louvieris, P., Lockwood, A., IT induced business transformation in higher education: And analysis of the UniCafé experience and its implications (2002) Computers & Education, 38, pp. 103-115. , doi:10. 1016/S0360-1315(01)00082-3; Ma, J., Problem-based learning with database systems (1994) Computers & Education, 22 (3), pp. 257-263. , doi:10. 1016/0360-1315(94)90007-8; Monahan, T., McArdle, G., Bertolotto, M., Virtual reality for collaborative e-learning (2008) Computers & Education, 50, pp. 1339-1353. , doi:10. 1016/j. compedu. 2006. 12. 008; Morrison, J.L., Oladunjoye, G.T., E-commerce infusion into business education-encompassing the realities of an emerging business model (2002) Journal of Education for Business, 77 (5), pp. 290-295. , doi:10. 1080/088323; Ngai, E.W.T., Teaching and learning of e-commerce at the Hong Kong Polytechnic University: From a business education perspective (2004) Journal of Electronic Commerce in Organizations, 2 (2), pp. 17-27. , doi:10. 4018/jeco. 200404; Ngai, E.W.T., Learning in introductory e-commerce: A project-based teamwork approach (2007) Computers & Education, 48 (1), pp. 17-29. , doi:10. 1016/j. compedu. 2004. 11. 005; Pearson, J., Investigating ICT using problem-based learning in face-to-face and online learning environments (2006) Computers & Education, 47, pp. 56-73. , doi:10. 1016/j. compedu. 2004. 09. 001; Perkins, D.N., The many faces of constructivism (1999) Educational Leadership, 57 (3), pp. 6-11; Rieber, L.P., Computer-based microworld: A bridge between constructivism and direct instruction (1992) Educational Technology Research and Development, 40 (1), pp. 93-106. , doi:10. 1007/BF0229; Rouse, W.B., Design and evaluation of computer-based decision support systems (1986) Microcomputer decision support systems: Design, implementation, and evaluation, pp. 259-284. , In S. J., Andriole (Ed. ) Wellesley, MA: QED Information Sciences; Susser, B., Ariga, T., Teaching e-commerce web page evaluation and design: A pilot study using tourism destination sites (2006) Computers & Education, 47 (4), pp. 399-413. , doi:10. 1016/j. compedu. 2004. 11. 006; Tsai, C.C., The interpretation construction design model for teaching science and its applications to Internet-based instruction in Taiwan (2001) International Journal of Educational Development, 21, pp. 401-415. , doi:10. 1016/S0738-0593(00)00038-9; Weinberger, A., Fischer, F., A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2006) Computers & Education, 46, pp. 71-95. , doi:10. 1016/j. compedu. 2005. 04. 003},
publisher={IGI Global},
issn={15501876},
language={English},
abbrev_source_title={Int. J. Inf. Commun. Technol. Educ.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Gluga2012147,
author={Gluga, R. and Kay, J. and Lister, R. and Kleitman, S. and Lever, T.},
title={Coming to terms with Bloom: An online tutorial for teachers of programming fundamentals},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={147-156},
note={cited By 8; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072029565&partnerID=40&md5=a05575dcf9215ea34417fa5328e22711},
affiliation={School of Information Technologies, University of Sydney, Sydney, NSW  2006, Australia; Faculty of Information Technology, University of Technology, Sydney, NSW  2006, Australia; School of Psychology, University of Sydney, Sydney, NSW  2006, Australia; Faculty of Engineering and Information Technologies, University of Sydney, Sydney, NSW  2006, Australia},
abstract={This paper describes a web-based interactive tutorial that enables computer science tutors and lecturers to practice applying the Bloom Taxonomy in classifying programming exam questions. The structure, design and content of the tutorial are described in detail. The results of an evaluation with ten participants highlight important problem areas in the application of Bloom to programming assessments. The key contributions are the content and design of this tutorial and the insights derived from its evaluation. These are important results in continued work on methods of measuring learning progression in programming fundamentals. © 2012, Australian Computer Society, Inc.},
keywords={Assessment;  Bloom;  Competence;  Learning progression;  Maturity;  Programming},
keywords={Blooms (metal);  Mathematical programming, Assessment;  Bloom;  Competence;  Learning progressions;  Maturity, Computer programming},
references={Anderson, W.L., Krathwohl, D.R., (2001) A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives, , Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. and Wittrock, M. C. New York: Allyn Bacon Longman; Anderson, W.L., Sosniak, A.L., Bloom, B.S., (1994) Bloom?.s taxonomy: a forty-year retrospective, , Chicago: University of Chicago Press; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: the SOLO taxonomy (Structure of the Observed Learning Outcome), , New York, Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, , Longmans, Green and Company; (2005) University of Western Australia, , http://www.catl.uwa.edu.au/current_initiatives/obe/outcomes, A Basic Guide to Writing of Student Outcome Statement. Retrieved 24 August 2011; (2011) Writing learning objectives, , http://www.adelaide.edu.au/clpd/curriculum/objectives/, Retrieved 24 August 2011; Chi, M.T.H., Leeuw, N.D., Chiu, M.H., Lavancher, C., Eliciting self-explanations improves understanding (1994) Cognitive Science, 18, pp. 439-477; (2008) An Interim Revision of CS 2001. Association for Computing Machinery and IEEE Computer Society, 2008, , http://www.acm.org/education/curricula/ComputerScience2008.pdf; (2013) Association for Computing Machinery and IEEE Computer Society, , http://www.sigart.org/CS2013-EAAI2011panel-RequestForFeedback.pdf; Gluga, R., Kay, J., Lever, T., Modeling long term learning of generic skills (2010) ITS2010, Proceedings of the Tenth International Conference on Intelligent Tutoring Systems, pp. 85-94. , In V. Aleven, J. Kay, and J. Mostow, editors. Springer, 2010; Gluga, R., Kay, J., Largescale, long-term learner models supporting flexible curriculum definition (2009) In Proceedings of the Workshop on Scalability Issues in AIED, held in conjunction with AIED2009 2009, pp. 10-19; (2008) Writing learning outcomes, , http://www.mq.edu.au/ltc/about_lt/assess_docs/writing_learn_out.pdf, Retrieved 24 August 2011; Lister, R., On Blooming First Year Programming, and its Blooming Assessment (2000) In Proceedings of the Fourth Australasian Computing Education Conference (ACE2000), pp. 158-162. , Melbourne; Lister, R., Objectives and Objective Assessment in CS1 (2001) Proc. SIGCSE Technical Symposium on Computer Science Education, pp. 292-296. , Charlotte NC, USA, ACM Press; Lister, R., Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer (2011) Australasian Computing Education Conference (ACE2011), 114, pp. 9-14; Morra, S., Gobbo, C., Marini, Z., Sheese, R., (2007) Cognitive Development: Neo-Piagetian Perspectives, , Psychology Press; Oliver, D., Dobele, T., Greber, M., Roberts, T., This course has a Bloom Rating of 3.9 (2004) In Proceedings of the Sixth Australasian Computing Education Conference (ACE2004), 30, pp. 227-231; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 Exam Question Content (2011) In Proceedings of the 42nd ACM technical symposium on Computer science education (SIGCSE2011), pp. 631-636; Sheard, J., Carbone, A., Lister, R., Simon, B., Going SOLO to assess noice programmers (2008) In Proceedings of the 13th annual conference on Innovation and technology in computer science education (ITiCSE2008), 40, pp. 209-213; Thompson, E., Luxton-Reilly, A., Whalley, J.L., Hu, M., Robbins, P., Bloom?.s Taxonomy for CS Assessment (2008) In Proceedings of the Tenth Conference on Australasian Computing Education (ACE2008), 78; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasard, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) In Proceedings of the Eighth Australasian Computing Education Conference (ACE2006), 165, pp. 243-252; Gluga, R., Kay, J., Lister, R., Kleitman, S., Lever, T., Over Confidence and Confusion in using Bloom for programming fundamentals assessment (2012) Special Interest Group in Computer Science Education, , (SIGCSE2012},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Carbone2012167,
author={Carbone, A. and Ceddia, J.},
title={Common areas for improvement in ICT units that have critically low student satisfaction},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={167-176},
note={cited By 1; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026526967&partnerID=40&md5=bc3af783ad3b86e6bcd900ed029988d4},
affiliation={Office of the Pro Vice-Chancellor (Learning and Teaching), Monash University, PO Box 197, Caulfield East, VIC  3145, Australia},
abstract={Unit evaluations across many Australian universities indicate that close to 10% of units in Information and Communication Technology (ICT) disciplines are flagged as needing critical attention. Poor unit evaluation results may lead to a number of negative consequences including poor student learning. To develop an understanding of the reasons why students rate some ICT units as poor, qualitative responses to Monash's unit evaluation questionnaire were examined from 13 ICT units for semester 2, 2010 that were deemed needing critical attention. Responses from students to the question "What aspects of this unit are most in need of improvement?" were analysed. A partial grounded theory based approach was used to code 281 responses to determine common re-occurring themes. Results show eight broad areas in which units can be improved. However the top concern for students in these units is the lecture content. The implications of our results will help ICT lecturers with planning their next unit offering, and will offer some empirical evidence to central teaching preparation programming. © 2012, Australian Computer Society, Inc.},
keywords={Education quality in ICT;  Ground theory analysis;  ICT Education;  Teaching strategy},
keywords={Computation theory;  Quality control, Education quality;  Ground theory analysis;  ICT education;  Information and Communication Technologies;  Qualitative response;  Student learning;  Student satisfaction;  Teaching strategy, Students},
references={Ashwin, P., 'Peer facilitation and how it contributes to the development' (2003) Research in Post-Compulsory Education, 8, pp. 5-18; (2011) Learning and Teaching Forum, , University of Adelaide; (2005) National CEQ data-Survey Items Results, , http://www.opq.monash.edu.au/us/pivot-table/, [Online] [Accessed Jan 2011]; Carbone, A., (2010) Peer Assisted Teaching Scheme (PATS), , Australian Learning and Teaching Council (ALTC); Carbone, A., Building peer assistance capacity in faculties to improve student satisfaction of units (2011) Higher Education Research and Development Society of Australasia (HERDSA), , Gold Coast, Queensland, Australia; Carbone, A., Ceddia, J., Wong, J., A Scheme for Improving ICT Units with Critically Low Student Satisfaction (2011) Innovation and Technology in Computer Science Education ( ITiCSE ), , Darmstadt, Germany; Dick, B., (2005) Grounded theory-A thumbnail sketch, , http://www.scu.edu.au/schools/gcm/ar/arp/grounded.html, [Online]. [Accessed July 26 2011]; Gratch, A., Beginning Teacher and Mentor Relationships (1998) Journal of Teacher Education, p. 49; (2011) CEQ reporting data, , http://www.opq.monash.edu.au/us/surveys/ags/ceqcomments-analysis/index.html, [Online] [Accessed August 2011]; (2011) SETU survey results, , http://opq.monash.edu.au/us/surveys/unitevaluations/distribution-administration.html, [Online] [Accessed August 2011]; (2011) Student Evaluation of Teaching and Units (SETU) Procedures, , http://www.policy.monash.edu/policybank/academic/education/quality/studentevaluation-of-teaching-and-units-procedures.html), [Online] [Accessed August 2011]; (2011) Unit evaluation reports, , https://emuapps.monash.edu.au/unitevaluations/wr/uewr_rp1_public_yearseme.jsp, [Online] [Accessed August 2011]; (2010) Peer Assisted Teaching Scheme Resources, , http://opvclt.monash.edu.au/educationalexcellence/peerassistedteachingscheme/resources.html, [Online] [Accessed August 2011]; Strauss, A., Corbin, J., (1990) Basics of qualitative research-Grounded theory procedures and techniques, , Newbury Park, California:, Sage; (2011) International Classification of Diseases, , http://www.who.int/classifications/icd/en/[AccessedAugust2011], [Online] [Accessed August 2011]},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Risco2012131,
author={Risco, S. and Reye, J.},
title={Evaluation of an intelligent tutoring system used for teaching RAD in a database environment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={131-140},
note={cited By 2; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979697753&partnerID=40&md5=1630648c8d71557a118f309fa8c48027},
affiliation={Computer Science Discipline, Faculty of Science and Technology, Queensland University of Technology (QUT), GPO Box 2434, Brisbane, QLD  4001, Australia},
abstract={This paper presents an evaluation of the Personal Access Tutor (PAT), an Intelligent Tutoring System (ITS) for Learning Rapid Application Development (RAD) in a database environment. We first give an overview of Microsoft Access, the environment that PAT uses. After describing related work in the field, we discuss the architecture of PAT and the services that PAT offers to the students, together with a short introduction of how students use PAT. After presenting the evaluation methodology, the results of a summative evaluation are discussed. Additional evaluation using data gathered from students by PAT is analysed as a pre-post test. The paper concludes with a summary and describes further work. © 2012, Australian Computer Society, Inc.},
keywords={Intelligent Tutoring Systems;  ITS evaluation;  Student modelling},
keywords={Computer aided instruction;  Education computing;  Intelligent vehicle highway systems, Evaluation methodologies;  Further works;  Intelligent tutoring system;  ITS evaluation;  Microsoft Access;  Rapid application development;  Related works;  Student modelling, Students},
references={Adamski, J.J., Finnegan, K.T., (2008) New Per-spective Microsoft Office Access 2007-Comprehen-sive, , Thomson Course Technology; Beck, J., Stern, M., Haugsjaa, E., 'Applications of ai in education' (1996), http://www1.acm.org/crossroads/xrds3-1/aied.html, Web Page. last visited 05 Oct 2011; Bhagat, S., Bhagat, L., Kavalan, J., Sasikumar, M., Acharya: An intelligent tutoring environ-ment for learning sql (2002) in 'Proceedings of Vidyakash 2002 International Conference on Online learning'; Burns, H.L., Parlett, J.W., The evolution of intelligent tutoring systems: Dimensions of design (1991) 'Intelligent tutoring systems: evolutions in design, pp. 1-12. , in H. L. Burns, J. W. Parlett & C. L. Redfield, eds, Lawrence Erlbaum Associates, Hillsdale, NJ; Card, S.K., Moran, T.P., Newell, A., (1983) The psychology of human-computer interaction, , L. Erl-baum Associates, Hillsdale, N.J; Carroll, J.M., (1990) The Nurnberg funnel: design-ing minimalist instruction for practical computer skill, , MIT Press, Cambridge, Mass; Dollinger, R., Sql lightweight tutoring module-semantic analysis of sql queries based on xml rep-resentation and linq (2010) Proceedings ofWorld Con-ference on Educational Multimedia, Hypermedia and Telecommunications 2010 AACE, pp. 3323-3328. , Toronto, Canada; Dollinger, R., Ford, R., Helf, B., Reimer, K., 'Ajax enabled query tool the capstone experience' (2009) Information Systems Education Journal, 7 (49). , http://isedj.org/7/49/; Holt, P., Dubs, S., Jones, M., Greer, J., The state of student modeling (1994) Student modelling: the key to individ-ualized knowledge-based instruction', 125, pp. 3-35. , in J. E. Greer & G. Mc-Calla, eds, 'of NATO ASI Series F: Computer and Systems Sci-emces, Springer-Verlag; Iqbal, A., Oppermann, R., Patel, A., Kin-shuk, A classification of evaluation meth-ods for intelligent tutoring systems (1999) 'Software-Ergonomie 99, Design von Informationswelten, Gemeinsame Fachtagung des German Chapter of the ACM, der Gesellschaft fur Informatik (GI) und der SAP AG', pp. 169-181. , Teubner; Knowles, M.S., (1980) The modern practice of adult education: from pedagogy to andragogy, , Cambridge Adult Education, New York; Mitrovic, A., Learning sql with a computerized tutor (1998) Proceedings of the twenty-ninth SIGCSE technical symposium on Computer Science Educa-tion ACM Press, pp. 307-311. , Atlanta, Georgia, United States; Mitrovic, A., Normit, a web-enabled tutor for database normalization (2002) Proceedings of the In-ternational Conference on Computers in Education ICCE Vol. 2, pp. 1276-1280. , Auckland, New Zealand; Mitrovic, A., Suraweera, P., Martin, B., 'Db-suite: Experiences with three intelligent, web-based database tutors (2004) Journal of Interactive Learning Research, 15, pp. 409-432; Mitrovic, A., Constraintbased tutors (2008) 9th International Conference on In-telligent Tutoring Systems', number (LNCS) 5091 in 'Lecture Notes in Computer Science', pp. 29-32. , in B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie, eds, 'Springer-Verlag, Montreal, Canada; Self, J., Student models: what use are they? (1987) 'Artificial Intelligence Tools in Education', pp. 73-86. , in P. Ercoli & R. Lewis, eds, Frasacati; Suraweera, P., Mitrovic, A., Kermit: A constraint-based tutor for database modeling (2002) 'Intelligent Tutoring Systems', Vol. 2363 of Lec-ture Notes in Computer Science, pp. 377-387. , in S. A. Cerri, G. Gouarderes & F. Paraguacu, eds, Springer-Verlag; Suraweera, P., Mitrovic, A., 'An intelligent tutoring system for entity relationship modelling' (2004) International Journal of Artificial Intelligence in Education, 14, pp. 375-417; VanLehn, K., 'The behavior of tutoring sys-tems (2006) International Journal of Artificial Intelli-gence in Education, 16, pp. 227-265; Woolf, B.P., (2008) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolution-izing E-learning, , Morgan Kaufmann},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sheard2012177,
author={Sheard, J. and Dick, M.},
title={Directions and dimensions in managing cheating and plagiarism of IT students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={177-186},
note={cited By 14; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876054886&partnerID=40&md5=d58805c28a13142b8e7a1fa85a126d5b},
affiliation={Faculty of Information Technology, Monash University, PO Box 197, Caulfield East, VIC  3145, Australia; School of Business Information Technology and Logistics, RMIT University, GPO Box 2476, Melbourne, VIC  3001, Australia},
abstract={The problem of cheating at university is a widespread and long-standing issue. There are a variety of strategies that are used to address the problem which broadly fall into the areas of education, prevention, detection and consequence. An important consideration when deciding to tackle the problem of cheating is that the effectiveness of methods for addressing cheating are not necessarily the same for the different types of cheating. This paper presents an investigation of cheating practice of undergraduate IT students using a factor analysis to determine categories of cheating behaviour and influences on this behaviour. The implications arising from this analysis for addressing cheating are then examined and recommendations made for strategies which are appropriate for particular types of cheating. © 2012, Australian Computer Society, Inc.},
keywords={Cheating;  Plagiarism;  Undergraduate students},
keywords={Accident prevention;  Intellectual property, Cheating;  Plagiarism;  Undergraduate students, Students},
references={Barrett, R., Malcolm, J., Embedding plagiarism education in the assessment process (2006) International Journal for Educational Integrity, 2 (1); Bennett, R., Factors associated with student plagiarism in a post-1992 university (2005) Assessment & Evaluation in Higher Education, 30 (2), pp. 137-162; Bowers, W.J., (1964) Student Dishonesty and its Control in College, , (No. CRP-1672). New York: Columbia University; Carroll, J., (2002) A Handbook for Deterring Plagiarism in Higher Education, , Oxford: OCSLD, Oxford Brookes University; Carroll, J., (2004) Institutional issues in deterring, detecting and dealing with student plagiarism, , JISC briefing paper; Carroll, J., Appleton, J., (2001) Plagiarism: A Good Practice Guide, , Oxford Brookes University; Curtis, G., Popal, R., An examination of factors related to plagiarism and a five-year follow-up of plagiarism at an Australian university (2011) International Journal for Educational Integrity, 7 (1), pp. 30-42; Davis, B., (1993) Tools for Teaching, , San Francisco: Jossey-Bass; Davis, S.F., Ludvigson, H.W., Faculty Forum: Additional data on academic dishonesty and a proposal for remediation (1995) Teaching of Psychology, 22 (2), pp. 119-121; Dick, M., Sheard, J., Bareiss, C., Carter, J., Joyce, D., Harding, T., Laxer, C., Addressing student cheating: Definitions and solutions (2003) ACM SIGCSE Bulletin, 35 (2), pp. 172-184; Dick, M., Sheard, J., Hasen, M., Prevention is better than cure: Addressing cheating and plaiarism based on the IT student perspective (2008) Student Plagiarism in an Online World: Problems and Solutions, pp. 160-182. , In T. S. Roberts (Ed.),. Hershey, PA, USA: Information Science Reference; Genereux, R.L., McLeod, B.A., Circumstances surrounding cheating: A questionnaire study of college students (1995) Research in Higher Education, 36 (6), pp. 687-704; Hutton, P., Understanding student cheating and what educators can do about it (2006) College Teaching, 54 (1), pp. 171-176; Joy, M., Cosma, G., Sinclair, J., Yau, J.Y.-K., A taxonomy of plagiarism in computer science (2009) In proceedings of the EDULEARN09, , Barcelona, Spain; (2011), https://www.ipd.uni-karlsruhe.de/jplag/, [accessed 26 August 2011]; Köhler, K., Weber-Wulff, D., (2010), Plagiarism and Detection Test; Lipson, A., McGavern, N., Undergraduate academic dishonesty at MIT. Results of a study of attitudes and behaviour of undergraduates (1993) In proceedings of the Annual Forum of the Association of Institutional Research, , Chicago, USA; Maramark, S., Maline, M.B., (1993) Academic dishonesty among college students. Issues in education, , (Information analyses No. OR-93-3082). Washington, DC: Office of Educational Research and Improvement (ED); Marsden, H., Carroll, M., Neill, J., Who cheats at university? A self-report study of dishonest academic behaviours in a sample of Australian university students (2005) Australian Journal of Psychology, 57 (1), pp. 1-10; McCabe, D.L., Cheating among college and university students: A North American perspective (2005) International Journal for Educational Integrity, 1 (1); McCabe, D.L., Trevino, L.K., Academic dishonesty: Honor codes and other contextual influences (1993) Journal of Higher Education, 64 (5), pp. 522-538; McCabe, D.L., Trevino, L.K., Butterfield, K.D., Cheating in academic institutions: A decade of research (2001) Ethics & Behavior, 11 (3), pp. 219-232; McDowell, L., Brown, S., (2001) Assessing students: cheating and plagiarism, , The Higher Education Academy; (2011) MOSS: A System for Detecting Software Similarity, , http://theory.stanford.edu/~aiken/moss/, [accessed 26 August 2011]; Newstead, S.E., Franklyn-Stokes, A., Armstead, P., Individual differences in student cheating (1996) Journal of Educational Psychology, 88 (2), pp. 229-241; Roberts, P., Anderson, J., Yanish, P., Academic misconduct: Where do we start? (1997) In proceedings of the Northern Rocky Research Association, , Jackson, Wyoming; (2011), http://www.safeassign.com/, [accessed 26 August 2011]; Sheard, J., Carbone, A., Dick, M., Determination of factors which impact on IT students' propensity to cheat (2003) In proceedings of the fifth Australasian Computing Education conference, , Adelaide, Australia; Sheard, J., Dick, M., Influences on cheating practice of IT students: What are the factors? (2003) In proceedings of the eighth Annual conference on Innovation and Technology in Computer Science Education, , Thessaloniki, Greece; Sheard, J., Dick, M., Computing student practices of cheating and plagiarism: A decade of change (2011) In proceedings of the 16th Annual conference on Innovation and Technology in Computer Science Education, , Darmstadt, Germany; Sheard, J., Markham, S., Dick, M., Investigating differences in cheating behaviours of IT undergraduate and graduate students: The maturity and motivation factors (2003) Journal of Higher Education Research and Development, 22 (1), pp. 91-108; Sierra, J., Hyman, M., Ethical antecedents of cheating intentions: Evidence (2008) Journal of Academic Ethics, pp. 51-55; Simon, Electronic watermarks to help authenticate soft-copy exams (2005) Australian Computer Science Communications, 27 (5), pp. 7-13; Stepp, M., Simon, B., Introductory computing students' conceptions of illegal student-student collaboration (2010) In proceedings of the SIGCSE'10, , https://www.turnitin.com/static/index.php, Milwaukee, Wisconsin, USA. Turnitin.com. 2011 [accessed 26 August 2011]; Wilkinson, J., Staff and student perceptions of plagiarism and cheating (2009) International Journal for Educational Integrity, 20 (2), pp. 98-105},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ngai201163,
author={Ngai, E.W.T. and Lam, S.S. and Poon, J.K.L.},
title={Computer-supported collaborative learning system in teaching E-commerce},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={63-71},
note={cited By 0; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872827639&partnerID=40&md5=5cf7187facd07a2a3e4e090b5ef54cf8},
affiliation={Department of Management and Marketing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Lee Shau Kee School of Business and Adminstration, The Open University of Hong Kong, Homantin, Hong Kong; Hong Kong Community College, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong},
abstract={This paper describes on a successful experience of using a computer-support collaborative learning system in teaching e-commerce. We created a teaching and learning environment for 39 local secondary schools to introduce the subject of e-commerce using the computer-support collaborative learning system which enable students to be more knowledgeable and better skilled in the subject of e-commerce. We focus here on the practical implications of the project-based learning approach for the teaching and learning of introductory e-commerce from the perspective of the business context. Evaluation results indicate that this approach to teaching is very promising. Both our own experience and student evaluations indicate that students like it and are interested in the approach of learning by doing. Finally, the paper puts forward four propositions that can guide hypothesis generation for future research. © 2011, Australian Computer Society, Inc.},
keywords={Collaborative learning;  E-commerce education;  Project-based teamwork game},
keywords={Collaborative learning;  Collaborative learning systems;  Computer Supported Collaborative Learning;  Evaluation results;  Hypothesis generation;  Learning by doing;  Project-based;  Project-based learning approach;  Secondary schools;  Student evaluation;  Teaching and learning;  Teaching and learning environments, Computer aided instruction;  Computer supported cooperative work;  Electronic commerce;  Learning systems;  Teaching, Students},
references={Alavi, M., Computer-mediated collaborative learning: an empirical evaluation (1994) MIS Quarterly, 18 (2), pp. 159-174; Blake, B., Computer mediated communication: A window on L2 Spanish interlanguage (2000) Language Learning & Technolog, 4 (1), pp. 120-136; Boud, D., Feletti, G.I., Introduction (1991) The Challenge of Problem-based Learning, pp. 13-20. , D. Boud, & G. Feletti (Eds), London: Kogan Page; Collazos, C.A., Guerrero, L.A., Pino, J.A., Renzi, S., Klobas, J., Ortega, M., Redondo, M.A., Bravo, C., Evaluating collaborative learning processes using system-based measurement (2007) Educational Technology & Society, 10 (3), pp. 257-274; Dewiyanti, S., Brand-Gruwel, S., Jochems, W., Broers, N.J., Students' experiences with collaborative learning in asynchronous computer-supported collaborative learning environments (2007) Computers in Human Behaviour, 23, pp. 496-514; Dhamija, R., Heller, R., Hoffman, L.J., Teaching e-commerce to a multidisciplinary class (1999) Communications of the ACM, 42 (9), pp. 50-55; Dillenbourg, P., Introduction: what do you mean by "collaborative learning"? (1999) Collaborative learning: Cognitive and computational approaches, , P. Dillenbourg (Ed), Amsterdam: Pergamin Press; Dillenbourg, P., Fischer, F., Basics of Computer-Supported Collaborative Learning (2007) Zeitschrift für Berufs- und Wirtschaftspädagogik, 21, pp. 111-130; Ebner, M., Holzinger, A., Successful implementation of user-centered game based learning in higher education: an example from civil engineering (2007) Computers & Education, 49 (3), pp. 873-890; El-Bishouty, M.M., Ogata, H., Yano, Y., PERKAM: Personalized knowledge awareness map for computer supported ubiquitous learning (2007) Educational Technology & Society, 10 (3), pp. 122-134; Forster, M., Masters, G., (1996), Projects. The Australian Council for Educational Research Ltd; Gefen, D., E-commerce: the role of familiarity and trust (2000) Omega, 28, pp. 725-737; Gefen, D., Straub, D., The relative importance of perceived ease of use in IS adoption: A study of E-commerce adoption (2000) Journal of the Association for Information Systems, 1 (8), pp. 1-28; González-Bueno, M., The effects of electronic mail on Spanish L2 discourse (1998) Language Learning & Technology, 1 (2), pp. 55-70; Jones, A., Constructivism and Other Approaches to Teacher Education (1994) Teacher Education Quarterly, 21 (3), pp. 28-38; Kaye, A., Learning together apart (1992) Collaborative learning through computer conferencing: The najaden papers, , A. Kaye (Ed). Berlin: Springer; Kern, R.G., Restructuring classroom interaction with networked computer: Effects on quantity and characteristics of language production (1995) The Modern Language Journal, 79, pp. 457-476; Kreijns, K., Kirschner, P.A., Jochems, W., Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research (2003) Computers in Human Behavior, 19 (3), pp. 335-353; Louvieris, P., Lockwood, A., IT induced business transformation in higher education: and analysis of the UniCafé experience and its implications (2002) Computers & Education, 38, pp. 103-115; Ma, J., Problem-based learning with database systems (1994) Computers and Education, 22 (3), pp. 257-263; Monahan, T., McArdle, G., Bertolotto, M., Virtual reality for collaborative e-learning (2008) Computers & Education, 50, pp. 1339-1353; Patterson, M.L., Social Behavior and Social Cognition. A Parallel Process Approach (1996) What's Social about Social Cognition: Research on Socially Shared Cognition in Small Groups, pp. 87-105. , J. Nye & A. M. Brower (Eds), Newbury Park, C. A.: Sage Publications; Pearson, J., Investigating ICT using problembased learning in face-to-face and online learning environments (2006) Computers & Education, 47, pp. 56-73; Perkins, D.N., The many faces of constructivism (1999) Educational Leadership, 57 (3), pp. 6-11; Rieber, L.P., Computer-based microworld: A Bridge between Constructivism and Direct Instruction (1992) Educational Technology Research and Development, 40 (1), pp. 93-106; Tsai, C.-C., The interpretation construction design model for teaching science and its applications to Internetbased instruction in Taiwan (2001) International Journal of Educational Development, 21, pp. 401-415; Tsai, C.-C., A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in internet-assisted Chemistry classrooms (2001) Journal of Chemical Education, 78 (7), pp. 970-974; Teoa, H.H., Chana, H., Weib, K., Zhang, Y., Evaluating information accessibility and community adaptivity features for sustaining virtual learning communities (2003) Int. J. Human-Computer Studies, 59, pp. 671-697; Warschauer, M., Turbee, L., Roberts, B., Computer learning networks and student empowerment (1996) System, 24 (1), pp. 1-14; Weinberger, A., Fischer, F., A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2006) Computers and Education, 46, pp. 71-95; Wen, M.L., Tsai, C.-C., Lin, H.-M., Chuang, S.-C., Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: a LISREL analysis (2004) Computers & Education, 43, pp. 237-248; Yakimovicz, A.D., Murphy, K.L., Constructivism and collaboration on the Internet: Case study of a graduate class experience (1995) Computers & Education, 24, pp. 203-209; Zaiane, O.R., Luo, J., Towards evaluating learners' behaviour in a Web-based distance learning environment (2001) Proceedings of IEEE International Conference on Advanced Learning Technologies, pp. 357-360},
correspondence_address1={Ngai, E.W.T.; Department of Management and Marketing, , Hung Hom, Kowloon, Hong Kong; email: mswtngai@polyu.edu.hk},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Corney201195,
author={Corney, M. and Lister, R. and Teague, D.},
title={Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={95-104},
note={cited By 22; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872772322&partnerID=40&md5=4704a38e4975f30a0aacbf10e0e559b8},
affiliation={Faculty of Science and Technology, Queensland University of Technology, Brisbane, QLD, Australia; Faculty of Engineering and Information Technology, University of Technology, Sydney, Sydney, NSW, Australia},
abstract={We report on a longitudinal research study of the development of novice programmers in their first semester of programming. In the third week, almost half of our sample of students could not answer an explain-inplain-English question, for code consisting of just three assignment statements, which swapped the values in two variables. We regard code that swaps the values of two variables as the simplest case of where a programming student can manifest a SOLO relational response. Our results demonstrate that the problems many students face with understanding code can begin very early, on relatively trivial code. However, using traditional programming exercises, these problems often go undetected until late in the semester. New approaches are required to detect and fix these problems earlier. © 2011, Australian Computer Society, Inc.},
keywords={Chunking.;  Novice programmer;  Solo},
keywords={Chunking;  Longitudinal research;  Novice programmer;  Programming exercise;  Relational reasoning;  Solo, Students},
references={Adelson, B., When novices surpass experts: The difficulty of a task may increase with expertise (1984) Journal of Experimental Psychology: Learning, Memory, and Cognition, 10 (3), pp. 483-495; Ben-Ari, M., Jorma Sajaniemi, J., Roles of variables as seen by CS educators (2004) 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 52-56. , http://doi.acm.org/10.1145/1007996.1008013; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York: Academic Press; Corney, M., Teague, D., Thomas, R., Engaging Students in Programming. Twelfth Australasian Computing Education Conference (ACE 2010), Brisbane, Australia, January 2010 (2010) CRPIT, 103. Tony Clear and John Hamer, Eds., ACS., pp. 63-72. , http://crpit.com/confpapers/CRPITV103Corney.pdf; Corritore, C., Wiedenbeck, S., What Do Novices Learn During Program Comprehension? Int (1991) J. of Human-Computer Interaction, 3 (2), pp. 199-222; Fix, V., Wiedenbeck, S., Scholtz, J., Mental representations of programs by novices and experts (1993) In INTERACT '93 and CHI '93 Conferences on Human Factors in Computing Systems, pp. 74-79. , http://doi.acm.org/10.1145/169059.169088; Kuittinen, M., Sajaniemi, J., Teaching Roles of Variables in Elementary Programming Courses (2004) 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 57-61; Lister, R., And Edwards, J., Teaching Novice Computer Programmers: bringing the scholarly approach to Australia - A report on the BRACElet project (2010) Australian Learning and Teaching Council, Sydney, Australia. ISBN: 1-921856-02-5. Downloadable from, , http://www.altc.edu.au/altcassociate-fellow-raymond-lister; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITICSE), pp. 118-122. , http://doi.acm.org/10.1145/1140123.1140157; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) 14th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 161-165. , http://doi.acm.org/10.1145/1595496.1562930; Lister, R., Clear, T.S., Bouvier, D.J., Carter, P., Eckerdal, A., Jacková, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2010) SIGCSE Bull, 41 (4), pp. 156-173. , http://doi.acm.org/10.1145/1709424.1709460, DOI= (Jan. ); Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Fourth International Workshop on Computing Education Research (ICER), Sydney, Australia, pp. 101-112. , http://doi.acm.org/10.1145/1404520.1404531; Mayer, R., The Psychology of How Novices Learn Computer Programming (1981) ACM Computing Surveys, 13 (1), pp. 121-141. , http://doi.acm.org/10.1145/356835.356841, (March); Sajaniemi, J., (2010) Roles of variables, , http://cs.joensuu.fi/~saja/var_roles/, [Accessed Nov 2010.]; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J., Going SOLO to Assess Novice Programmers. 13th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITICSE), Madrid (2008) Spain, pp. 209-213. , http://doi.acm.org/10.1145/1384271.1384328; Shneiderman, B., Mayer, R., Syntactic/semantic interactions in programmer behavior: A model and experimental results (1979) International Journal of Computer and Information, 8 (3), pp. 219-238; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) CACM, 29 (9), pp. 850-858. , http://doi.acm.org/10.1145/6592.6594, (Sep); Venables, A., Tan, G., Lister, R., A closer look at tracing, explaining and code writing skills in the novice programmer (2009) Fifth International Workshop on Computing Education Research (ICER), Berkeley, USA, pp. 117-128. , http://doi.acm.org/10.1145/1584322.1584336; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasard, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Eighth Australasian Computing Education Conference (ACE2006), Hobart Australia. CRPIT, 52 (165), pp. 243-252. , http://crpit.com/confpapers/CRPITV52Whalley.pdf, ACM International Conference Proceeding Series},
correspondence_address1={Corney, M.; Faculty of Science and Technology, , Brisbane, QLD, Australia; email: m.corney@qut.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lister20119,
author={Lister, R.},
title={Concrete and other neo-piagetian forms of reasoning in the novice programmer},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={9-18},
note={cited By 65; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872766329&partnerID=40&md5=ac5fde6a52658b7d425ed7c979ff70da},
affiliation={Faculty of Engineering and Information Technology, University of Technology, Sydney, Sydney, NSW, Australia},
abstract={This paper brings together a number of empirical research results on novice programmers, using a neo-Piagetian theoretical framework. While there already exists literature connecting programming with classical Piagetian theory, in this paper we apply neo-Piagetian theory. Using that neo-Piagetian perspective, we offer an explanation as to why attempts to predict ability for programming via classical Piagetian tests have yielded mixed results. We offer a neo-Piagetian explanation of some of the previously puzzling observations about novice programmers, such as why many of them make little use of diagrams, and why they often manifest a nonsystematic approach to writing programs. We also develop the relatively unexplored relationship between concrete operational reasoning and programming, by exploring concepts such as conservation and reversibility. © 2011, Australian Computer Society, Inc.},
keywords={Neo-Piagetian;  Novice programmer},
keywords={Empirical research;  Neo-Piagetian;  Novice programmer;  Theoretical framework},
references={Agans, D., (2006), Debugging New York; Amacom Barker, R., Unger, E., (1983) A predictor for success in an introductory programming class based upon abstract reasoning development. SIGCSE Bull., 15 (1). , (Feb.), 154-158. DOI=10.1145/952978.801037; Bennedsen, J., Caspersen, M., (2006) Abstraction ability as an indicator of success for learning objectoriented programming? SIGCSE Bull., 38 (2), pp. 39-43. , http://doi.acm.org/10.1145/1138403.1138430; Biggs, J.B., Collis, K.F., (1982) Evaluating the uality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome)., , New York: Academic Press; Brainerd, C., (1978) Piaget's theory of intelligence, , Englewood Cliffs, N.J.: Prentice-Hall; Cafolla, R., Piagetian Formal Operations and Other Cognitive Correlates of Achievement in Computer Programming (1988) Journal of Educational Technology Systems, 16 (1), pp. 45-55; Corney, M., Lister, R., Teague, D., Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning (2011) The 13th Australasian Computer Education Conference, 114. , http://crpit.com/index.html, (ACE 2011), Perth, Australia. Conferences in Research and Practice in Information Technology (CRPIT). J. Hamer and M. de Raadt, Eds; Dijkstra, E., (1979) The humble programmer, pp. 111-125. , In Classics in Software Engineering, E. N. Yourdon, Ed. ACM Classic Books Series. Yourdon Press, Upper Saddle River, NJ; Dressel, P., (1983) Grades: One More Tilt at the Windmill, , in A. W. Chickering (ed.), Bulletin, Memphis State University, Center for the Study of Higher Education, Memphis, December; Edwards, S., (2004) Using software testing to move students from trial-and-error to reflection-in-action. SIGCSE Bull, 36 (1), pp. 26-30. , http://doi.acm.org/10.1145/1028174.971312; Fischer, G., (1986) Computer Programming: A Formal Operational Task, , http://www.eric.ed.gov/PDFS/ED275316.pdf, 16th Annual Symposium of the Piaget Society, Philadelphia, PA, USA; Flavell, J., (1977), Cognitive development. Englewood Cliffs, N.J.: Prentice-Hall; Flavell, J., Miller, P., Miller, A., (2002) Cognitive development, , (4th edition) Upper Saddle River, N.J.: Prentice-Hall; Ginat, D., (2007), 39 (3), pp. 161-165. , http://doi.acm.org/10.1145/1269900.1268832, Hasty design, futile patching and the elaboration of rigor. SIGCSE Bull; Halloun, I., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53 (11), pp. 1043-1055; Hazzan, O., (2008) Reflections on teaching abstraction and other soft ideas. SIGCSE Bull, 40 (2), pp. 40-43. , http://doi.acm.org/10.1145/1383602.1383631; Huber, L., (1985) Computer Learning Through Piaget's Eyes., 6 (2), pp. 39-43; Hudak, M., Anderson, D., Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses (1990) Teaching of Psychology, 17 (4), pp. 231-234; Kramer, J., Is abstraction the key to computing? (2007) Communications of the ACM, 50 (4), pp. 36-42. , http://doi.acm.org/10.1145/1232743.1232745; Kurtz, B., Investigating the relationship between the development of abstract reasoning and performance in an introductory programming class (1980) SIGCSE Bull, 12 (1), pp. 110-117. , http://doi.acm.org/10.1145/953032.804622; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004), 36, pp. 119-150. , http://doi.acm.org/10.1145/1041624.1041673, 4 (June); Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) SIGCSE Bull, 38, pp. 118-122. , http://doi.acm.org/10.1145/1140123.1140157, 3 (June); Lister, R., The Neglected Middle Novice Programmer: Reading and Writing without Abstracting (2007) 20th Annual Conference of the National Advisory Committee on Computing ualifications (NACC'07), pp. 133-140. , http://www.nacc.ac.nz/conferences/2007/133.pdf, Nelson, New Zealand, Mann, S. and Bridgeman, N., Eds; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) SIGCSE Bull, 41, pp. 161-165. , 3 (July); Lister, R., Clear, T., Simon Bouvier, D.J., Carter, P., Eckerdal, A., Jacková, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2010) SIGCSE Bull, 41, pp. 156-173. , http://doi.acm.org/10.1145/1709424.1709460, 4 (Jan); Lopez, M., Whalley, J., Robbins, P., Lister, R., (2008) Relationships between reading, tracing and writing skills in introductory programming. Fourth international Workshop on Computing Education Research (ICER), pp. 101-112. , http://doi.acm.org/10.1145/1404520.1404531; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bull, 33 (4), pp. 125-140; Miller, G.A., The magical number seven, plus or minus two: Some limits on our capacity for processing information (1956) Psychological Review, 63, pp. 81-97; Morra, S., Gobbo, C., Marini, Z., Sheese, R., (2007) Cognitive Development: Neo-Piagetian Perspectives, , Psychology Press; Philpott, A., Robbins, P., Whalley, J., Accessing the Steps on the Road to Relational Thinking (2007) 20th Annual Conference of the National Advisory Committee on Computing ualifications (NACC'07), p. 286. , Port Nelson, New Zealand, Mann, S. and Bridgeman, N., Eds; Smith, L., (1992) Jean Piaget critical assessments, , (Ed.) London ; New York Routledge; Thomas, L., Ratcliffe, M., Thomasson, B., Scaffolding with object diagrams in first year programming classes: some unexpected results (2004) SIGCSE Bull., 36 (1), pp. 250-254. , http://doi.acm.org/10.1145/1028174.971390; Traynor, D., Bergin, S., Gibson, J.P., (2006) Automated assessment in CS1., 165, pp. 223-228. , http://crpit.com/confpapers/CRPITV52Traynor.pdf, 8th Australian Conference on Computing Education (ACE), Hobart, Australia, ACM International Conference Proceeding Series; Turner, A., Computing Curricula 1991 (1991) Communications of the ACM, 34 (6), pp. 68-84; Venables, A., Tan, G., Lister, R., (2009) A Closer Look at Tracing, Explaining and Code Writing Skills in the Novice Programmer, pp. 117-128. , http://doi.acm.org/10.1145/1584322.1584336, Fifth International Workshop on Computing Education Research (ICER); Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Prasad, C., (2006) An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies, 165, pp. 243-252. , http://crpit.com/abstracts/CRPITV52Whalley.html, 8th Australian Conference on Computing Education (ACE), Hobart, Australia, ACM International Conference Proceeding Series},
correspondence_address1={Lister, R.; Faculty of Engineering and Information Technology, , Sydney, NSW, Australia; email: Raymond.Lister@uts.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Bell201015,
author={Bell, T. and Andreae, P. and Lambert, L.},
title={Computer Science in New Zealand High Schools},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={15-22},
note={cited By 29; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872820551&partnerID=40&md5=45db341b192c0f14ed507d02f49185b2},
affiliation={Department of Computer Science and Software Engineering, University of Canterbury, Christchurch, New Zealand; School of Engineering and Computer Science, Victoria University of Wellington, New Zealand; Physics, Computer Science and Engineering Department, Christopher Newport University, Newport News, VA, United States},
abstract={The New Zealand Ministry of Education has recently released a new "Digital Technologies" proposal for delivering computing topics in the final three years of High Schools. The proposal aims to address a number of issues by offering topics that will be academically challenging for students, and provide them with a broader view of the kinds of advanced topics they might study beyond High School. The proposed structure includes having Digital Technologies as a separate area in the technology curriculum, and includes a strand called "Computer Science and Programming" that has sufficient coverage to communicate to students what the subject area is really about. This paper reviews the circumstances that led to this proposal, describes the international context (especially in the US) for High School computing curricula, and examines the published proposal in some detail. It also considers the issues that are likely to come up in the implementation of the proposal, and how they might be addressed. © 2010, Australian Computer Society, Inc.},
keywords={Computer Science curriculum},
keywords={Computer science curricula;  Computing curricula;  Digital technologies;  High school;  Ministry of Education;  New zealand;  Technology curricula, Curricula;  Students, Computer science},
references={Carrell, T., Gough-Jones, V., Fahy, K., (2008) The future of Computer Science and Digital Technologies in New Zealand secondary schools: Issues of 21st teaching and learning, senior courses and suitable assessments, , http://dtg.tki.org.nz/content/download/670/3222/file/Digital%20Technologies%20discussion%20paper.pdf, Accessed 16 Sep 2009; Clear, T., Bidois, G., Fluency in Information Technology - FITNZ: An ICT Curriculum Meta-Framework for New Zealand High Schools (2005) Bulletin of Applied Computing and Information Technology, 3 (3). , http://www.naccq.ac.nz/bacit/0303/2005Clear_FITNZ.htm, Accessed 16 Sep 2009.ISSN1176-4120; Cuny, J., (2009) A clean-slate approach to High School CS, , http://www.cra.org/Activities/summit/Cuny_A_Clean_Slate_Approach_to_High_School_CS.pdf, Accessed 16 Sep 2009; Dinning, N., Technological Context Knowledge and skills: Exploring specific knowledge and skills to support programmes in technology (2009) Materials for consultation to support Ministry decision making, , http://www.techlink.org.nz/curriculumsupport/tks/resources/Technological-Context-Knowledge-and-Skills-07-2009.pdf; Grimsey, G., Phillipps, M., (2008) Evaluation of Technology Achievement Standards for use in New Zealand Secondary School Computing Education: A critical report, , http://www.nzcs.org.nz/news/uploads/PDFs/200805NCEAReport.pdf, Accessed 16 Sep 2009. NZ Computer Society. Available from; Margolis, J., Fisher, A., (2002) Unlocking the clubhouse: Women in computing, , The MIT Press, Boston, MA; Ragonis, N., (2007) Computing Pre-University: Secondary Level Computing Curricula. Encyclopedia of Computer Science, , 4th Edition, Ralston, A., Reilly E. D., and Hemmendinger, D. (Eds.); Tucker, A., Deek, F., Jones, J., McCowan, D., Stephenson, C., Verno, A., (2006) A Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee, , (editor), Association for Computing Machinery (ACM), New York, New York, (Second Ed.); Vegso, J., (2008) Enrollments and Degree Production at US CS Departments Drop Further in 2006/2007, , http://www.cra.org/wp/index.php?p=139, CRA bulletin, 1 March 2008. Accessed 16 Sep 2009; Wilson, C., Harsha, P., (2009) IT policy The long road to Computer Science education reform, pp. 33-35. , Commun. ACM 52, 9 (Sep. 2009)},
correspondence_address1={Bell, T.; Department of Computer Science and Software Engineering, , Christchurch, New Zealand; email: tim.bell@canterbury.ac.nz},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Corney201063,
author={Corney, M. and Teague, D. and Thomas, R.N.},
title={Engaging students in programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={63-72},
note={cited By 22; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872810828&partnerID=40&md5=18cd542f3025c3a6b196c9eea945347d},
affiliation={Faculty of Science and Technology, Queensland University of Technology, Brisbane, Australia},
abstract={Poor student engagement and high failure rates in first year units were addressed at the Queensland University of Technology (QUT) with a course restructure involving a fresh approach to introducing programming. Students? first taste of programming in the new course focused less on the language and syntax, and more on problem solving and design, and the role of programming in relation to other technologies they are likely to encounter in their studies. In effect, several technologies that have historically been compartmentalised and taught in isolation have been brought together as a breadth-first introduction to IT. Incorporating databases and Web development technologies into what used to be a purely programming unit gave students a very short introduction to each technology, with programming acting as the glue between each of them. As a result, students not only had a clearer understanding of the application of programming in the real world, but were able to determine their preference or otherwise for each of the technologies introduced, which will help them when the time comes for choosing a course major. Students engaged well in an intensely collaborative learning environment for this unit which was designed to both support the needs of students and meet industry expectations. Attrition from the unit was low, with computer laboratory practical attendance rates for the first time remaining high throughout semester, and the failure rate falling to a single figure percentage. © 2010, Australian Computer Society, Inc.},
keywords={Attrition;  Introductory programming;  IT course;  Student engagement},
keywords={Attrition;  Breadth-first;  Collaborative learning environment;  Computer laboratory;  Engaging students;  Failure rate;  First year;  Introductory programming;  IT course;  Queensland university of technologies;  Student engagement;  Web development, Curricula;  Failure analysis;  Information technology, Students},
references={Adams, M., Clarke, S., Thomas, R., Model of thinking in the PBL process: Comparison of medicine and information technology (2001) Proc. Third Asia Pacific Conference on Problem Based Learning, , Rockhampton, QLD, Australia; Beck, K., Extreme programming explained: embrace change (2005), Boston, MA, Addison-Wesley; Berenson, S.B., Slaten, K.M., Williams, L., Ho, C.-W., Voices of women in a software engineering course: Reflections on collaboration (2004) Journal on Educational Resources in Computing (JERIC), 4 (1); Biggers, M., Brauer, A., Yilmaz, T., Student perceptions of computer science: a retention study comparing graduating seniors vs. CS leavers (2008) Proc. 39th SIGCSE Technical Symposium on Computer Science Education, , Portland, OR, USA, ACM; Bowden, J., Marton, F., (1999), The university of learning. London, Kogan Page; Cohoon, J.M., Women in CS and biology (2002) ACM SIGCSE Bulletin, 34 (1), pp. 82-86; Davis, J., Rebelsky, S.A., Food-first computer science: starting the first course right with PBandJ (2007) Proc. 38th SIGCSE Technical Symposium on Computer Science Education, , Kentucky, USA, ACM; Eckerdal, A., McCartney, R., Moström, J.E., Ratcliffe, M., Sanders, K., Zander, C., Putting threshold concepts into context in computer science education (2006) ACM SIGCSE Bulletin, 38 (3), pp. 103-107; Feinberg, D., A visual object-oriented programming environment (2007) Proc. 38th SIGCSE Technical Symposium on Computer Science Education, , Kentucky, USA, ACM; Fisher, A., Margolis, J., Unlocking the clubhouse: the Carnegie Mellon experience (2002) ACM SIGCSE Bulletin, 34 (2), pp. 79-83; Fleming, N., (2009), http://www.vark-learn.com/english/index.asp, VARK a guide to learning styles. Accessed 6 Aug; Gehringer, E.F., Deibel, K., Whittington, K.J., Panel: cooperative learning - beyond pair programming and team projects (2006) Proc. 39th SIGCSE Technical Symposium on Computer Science Education, , Houston, Texas USA, ACM; Gorgone, J.T., Davis, G.B., Valacich, J.S., Topi, H., Feinstein, D.L., Longenecker Jr., H.E., Model curriculum and guidelines for undergraduate degree programs in information systems (2002) Association for Information Systems; Isbell, C., Stein, L.A., Cutler, R., Forbes, J., Fraser, L., Impagliazzo, J., Proulx, V., Xu, Y., (Re)defining computing curricula by (re)defining computing (2010), InRoads SIGCSE Bulletin (in press); Kay, J., Li, L., Fekete, A., Learner reflection in student self-assessment (2007) Proc. Ninth Australasian Computing Education Conference, , Ballarat, Victoria, Australia, ACS; Kinnunen, P., Malmi, L., Why students drop out CS1 course? (2006) Proc. 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Eighth Australasian Computing Education Conference, , Hobart, Australia, ACS; Pollard, S.L., Duvall, R.C., Everything I needed to know about teaching I learned in kindergarten: bringing elementary education techniques to undergraduate computer science classes (2006) Proc. 37th SIGCSE Technical Symposium on Computer Science Education, , Houston, Texas, USA, ACM; Prusinkiewicz, P., Lindenmayer, A., (1990) The algorithmic beauty of plants, , New York, Springer Verlag; (2009), http://www.otq.qut.edu.au/initiatives/projects/, QUT: Supporting real world learning. Accessed 23 Oct; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: a review and discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Sheard, J., Hagan, D., Our failing students: a study of a repeat group (1998) ACM SIGCSE Bulletin, 30 (3), pp. 223-227; Simon, B., Hanks, B., First year students' impressions of pair programming in CS1 (2007) Proc. Third International Workshop on Computing Education Research, , Atlanta, Georgia, USA, ACM; Soloway, E.I., Spohrer, J.C., (1989) Studying the novice programmer, , Hillsdale, NJ, Lawrence Erlbaum Associates; Teague, D., Roe, P., Learning to program - from pear-shaped to pairs (2009) Proc. First International Conference on Computer Supported Eductaion, , Lisbon, Portugal, INSTICC Press; (2008) Computing science 2008: an interim revision of CS2001, , The Interim Review Task Force ACM/IEEE-CS; The Joint Task Force for Computing Curricula ACM/AIS/IEEE-CS. (2006) Computing curricula 2005: the overview report, , ACM and IEEE Computer Society; The Joint Task Force on Computing Curricula IEEECS/ ACM (2004) Curriculum guidelines for undergraduate degree programs in software engineering, , ACM and IEEE Computer Society; Thomas, R., Cordiner, M., Corney, D., An adaptable framework for the teaching and assessment of software development across year levels (2010) Proc. Twelfth Australasian Computing Education Conference, , Brisbane, Queensland, Australia, ACS; Urness, T., Assessment using peer evaluations, random pair assignment (2009) collaborative programing in CS1, 25 (1), pp. 87-93; Varma, R., Making computer science minorityfriendly (2006) Communications of the ACM, 49 (2); Vilner, T., Zur, E., Once she makes it, she is there: gender differences in computer science study (2006) Proc. 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, , Bologna, Italy, ACM; Williams, L., Kessler, R.R., The effects of "pair-pressure" and "pair-learning" on software engineering education (2000) Proc. 13th Conference on Software Engineering Education and Training, , Austin, Texas, USA, IEEE Computer Society; Wilson, J.D., Hoskin, N., Nosek, J.T., The benefits of collaboration for student programmers (1993) Proc. 24th SIGCSE Technical Symposium on Computer Science Education, , Indianapolis, Indiana US, ACM; Zagal, J.P., Bruckman, A.S., GameLog: fostering reflective gameplaying for learning (2007) Proc. 2007 ACM SIGGRAPH Symposium on Video Games San Diego, , California, ACM},
correspondence_address1={Corney, M.; Faculty of Science and Technology, , Brisbane, Australia; email: m.corney@qut.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Daniels201073,
author={Daniels, M. and Cajander, A.},
title={Constructive controversy as a way to create "true collaboration" in an open ended group project setting},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={73-78},
note={cited By 8; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872809324&partnerID=40&md5=4f25842c98a6257b4b0ebfc7244314b6},
affiliation={Department of Information technology, Uppsala University, PO Box 337, 751 05 Uppsala, Sweden},
abstract={The IT in Society course is based on an Open Ended Group project framework that has been developed in an action research manner. It is a course where students participate in a real project, where they have the possibility to take part of an unusual learning experience where they address a complex and multifaceted real problem. A learning theory has evolved in parallel to the process of developing the course, and this paper will illustrate how the instructional procedure constructive controversy has influenced a recent development of the course and the underlying learning theory. The focus has been on the issue of creating "true collaboration" through introducing the action speed dating. © 2010, Australian Computer Society, Inc.},
keywords={Action research;  Constructive controversy;  Open ended group problems},
keywords={Action research;  Constructive controversy;  Group projects;  Learning experiences;  Learning Theory;  Open ended group problems;  Real problems, Curricula},
references={Barab, S., Duffy, T., From practice fields to communities of practice (2000) Theoretical Foundations of Learning Environments, pp. 25-56. , eds. Jonassen, D, H and Land, S, M, Lawrence Erlbaum Ass. Inc; Brooks, M., Brooks, J., The courage to be constructivist (1999) Educational leadership, 57 (3); Brown, J.S., Collins, A., Daguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18 (1), pp. 32-42; Cajander, Å., Clear, T., Daniels, M., Introducing an External Mentor in an International Open Ended Group Project (2009) ASEE/IEEE Frontiers in Education, , San Antonio, USA; Cajander, Å., Clear, T., Daniels, M., Edlund, J., Hamrin, P., Laxer, C., Persson, M., Students analyzing their collaboration in an international Open Ended Group Project (2009) ASEE/IEEE Frontiers in Education, , San Antonio, USA; Daniels, M., Cajander, Å., Clear, T., Pears, A., Engineering education research in practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration (2010) International journal of engineering education, , accepted for publication; Dillenbourg, P., Baker, M., Blaye, A., O'Malley, C., The evolution of research on collaborative learning (1996) Learning in Humans and Machine: Towards an interdisciplinary learning science, pp. 189-211. , eds. Spada E. and Reiman, P., Elsevier; Faulkner, X., Daniels, M., Newman, I., The Open Ended Group Project: A way of including diversity in the IT curriculum (2006) Diversity in Information Technology Education: Issues and controversies, pp. 166-195. , ed. Trajkovski, G., Information Science Publishing; Hauer, A., Daniels, M., A learning theory perspective on running open ended group projects (OEGPs) (2008) CRIPT, 78, pp. 85-92; Johnson, D., Johnson, R., (2007) Creative constructive controversy: Intellectual challenge in the classroom, , 4th ed, Edina; Johnson, D., Johnson, R., Energizing learning: The instructional power of conflict (2009) Educational Researcher, 38 (1), pp. 37-51; Jonassen, D.H., Instructional design models for well-structured and ill-structured problem-solving learning outcomes (1997) Educational technology Research and Development, 45 (1), pp. 65-94; King, A., Scripting collaborative learning processes: a cognitive perspective (2007) Computer-Supported Collaborative Learning, 6, pp. 13-37. , Springer Verlag; Kolb, D., (1984) Experiential learning: Experience as the source of learning and development, , Prentice Hall; Kolmos, A., Algreen-Ussing, H., Implementig problem-based and project organized curriculum (2001) Das Hochschulwesen, 1, pp. 15-20; Laxer, C., Daniels, M., Cajander, Å., Wollowski, M., Evolution of an international collaborative student project (2009) CRPIT, 95, pp. 111-118; McKay, J., Marshall, P., The dual imperatives of action research (2001) Information Technology and People, 14, pp. 46-59; Miller, G., The magic number seven plus minus two: some limits on our capacity to process information (1956) Psychological review, 63, pp. 81-93; Piaget, J., (1970) Science of Education and the Psychology of the Child, , Orion; Smith, K., Johnson, D., Johnson, R., Can conflict be constructive? Controversy versus concurrence seeking in learning groups (1981) Journal of Educational Psychology, 73 (5), pp. 651-663; Susman, G., Evered, R., An assessment of the merits of scientific action research (1978) Administrative Science Quarterly, 23, pp. 583-603; Wenger, E., (1998) Communities of practice: Learning, meaning, and identity, , Cambridge University Press},
correspondence_address1={Daniels, M.; Department of Information technology, PO Box 337, 751 05 Uppsala, Sweden; email: matsd@it.uu.se},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Kaila201097,
author={Kaila, E. and Rajala, T. and Laakso, M.J. and Salakoski, T.},
title={Effects of course-long use of a program visualization tool},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={97-103},
note={cited By 6; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872806512&partnerID=40&md5=ede5652fdabfc1be3e8542852ac16e63},
affiliation={University of Turku and Turku Centre for Computer Science (TUCS), Informaatioteknologian laitos, 20014 Turunyliopisto, Finland},
abstract={We studied the course-long use of a program visualization tool called ViLLE in high school in Finland. The study was conducted in three consecutive instances of the first programming course. In the first two instances of the course, the students did not utilize ViLLE - except for a short session - while in the last instance students did ViLLE exercises throughout the whole course. The students who used ViLLE got significantly better results from the course's final exam. This supports our hypothesis that program visualization can be an effective method in teaching programming, and indicates that we should continue developing program visualization methods to further enhance learning. © 2010, Australian Computer Society, Inc.},
keywords={Integrating visualization into a course;  Long-term effects of visualization;  Program visualization;  Programming education},
keywords={Enhance learning;  Finland;  High school;  Integrating visualization into a course;  Long-term effects;  Program visualization;  Program visualization tools;  Programming course;  Programming education;  Teaching programming, Visualization, Students},
references={Ben-Bassat Levy, R., Ben-Ari, M., Uronen, P.A., The Jeliot 2000 program animation system (2003) Computers & Education, 40 (1), pp. 15-21; Brown, M.H., Sedgewick, R., Progress report: Brown university instructional computing laboratory (1984) SIGCSE Bull, 16 (1), pp. 91-101; Carlisle, M.C., Wilson, T.A., Humphries, J.W., Hadfield, S.M., RAPTOR: a visual programming environment for teaching algorithmic problem solving (2005) Proc. of the 36th SIGCSE Technical Symposium on Computer Science Education, pp. 176-180. , (St. Louis, Missouri, USA, February 23 - 27, 2005). SIGCSE '05. ACM, New York, NY; Crescenzi, P., Nocentini, C., Fully integrating algorithm visualization into a cs2 course: a two-year experience (2007) Proc. of the 12th Annual SIGCSE Conference on innovation and Technology in Computer Science Education, pp. 296-300. , (Dundee, Scotland, June 25 - 27, 2007). ITiCSE '07. ACM, New York, NY; Dougiamas, M., Taylor, P., Moodle: Using Learning Communities to Create an Open Source Course Management System (2003) Proc. of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 171-178. , Lassner & C. McNaught (Eds.), Chesapeake, VA: AACE; Kaila, E., Laakso, M.-J., Rajala, T., Salakoski, T., Evaluation of Learner Engagement in Program Visualization (2009) To appear in 12th IASTED International Conference on Computers and Advanced Technology in Education (CATE 2009), pp. 22-24. , November 2009, St. Thomas, US Virgin Islands; Kaila, E., Rajala, T., Laakso, M.-J., Salakoski, T., Effects, Experiences and Feedback from Studies of a Program Visualization Tool (2009) Informatics in Education, 8 (1), pp. 17-34; Kannusmäki, O., Moreno, A., Myller, N., Sutinen, E., What a Novice Wants: Students Using Program Visualization in Distance Programming Courses (2004) Proc. of the Third Program Visualization Workshop, pp. 126-133; Laakso, M.-J., Rajala, T., Kaila, E., Salakoski, T., The Impact of Prior Experience In Using A Visualization Tool On Learning To Program (2008) Proceedings of CELDA 2008, pp. 129-136. , Freiburg, Germany; Laakso, M.-J., Salakoski, T., Grandell, L., Qiu, X., Korhonen, A., Malmi, L., Multi-perspective study of novice learners adopting the visual algorithm simulation exercise system TRAKLA2 (2005) Informatics in Education, 4 (1), pp. 49-68; Laakso, M.-J., Myller, N., Korhonen, A., Comparing learning performance of students using algorithm visualizations collaboratively on different engagement levels (2009) Journal of Educational Technology & Society, 12 (2), pp. 267-282; Lehtonen, T., Javala - Addictive E-Learning of the Java Programming Language (2005) Proc. of Kolin Kolistelut / Koli Calling - Fifth Annual Baltic Conference on Computer Science Education, pp. 41-48. , Joensuu, Finland; Lister, R., Adams, S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Proc. of the fourth international workshop on Computing education research, pp. 101-112. , Sydney, Australia; Malmi, L., Karavirta, V., Korhonen, A., Nikander, J., Seppälä, O., Silvasti, P., Visual Algorithm Simulation Exercise System with Automatic Assessment: TRAKLA2 (2004) Informatics in Education, 3 (2), pp. 267-288; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-140; Moreno, A., Myller, N., Sutinen, E., Ben-Ari, M., Visualizing Programs with Jeliot 3 (2004) Proc. of the Working Conference on Advanced Visual Interfaces (AVI 2004), pp. 373-380. , Gallipoli (Lecce), Italy. ACM Press, New York; Naps, T.L., Rößling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., Korhonen, A., Velásquez-Iturbide, J.Á., Exploring the Role of Visualization and Engagement in Computer Science Education (2002) Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education, 35 (2), pp. 131-152; Petre, M., Why Looking Isn't Always Seeing: Readership Skills and Graphical Programming (1995) Communications of the ACM, 38 (6), pp. 33-44; Rajala, T., Laakso, M.-J., Kaila, E., Salakoski, T., Effectiveness of Program Visualization: A Case Study with the ViLLE Tool (2008) Journal of Information Technology Education: Innovations in Practice, 7, pp. 15-32. , IIP; Rajala, T., Kaila, E., Laakso, M.-J., Salakoski, T., Effects of Collaboration in Program Visualization (2009) Technology Enhanced Learning Conference 2009 (TELearn 2009), , Taipei, Taiwan; Stasko, J.T., Using student-built algorithm animations as learning aids (1997) SIGCSE Bull, 29 (1), pp. 25-29; Tenenberg, J., Fincher, S., Blaha, K., Bouvier, D., Chen, T.-Y., Chinn, D., Cooper, S., Monge, A., Students designing software: a multi-national, multi-institutional study (2005) Informatics in Education, 4 (1), pp. 143-162},
correspondence_address1={Kaila, E.; University of Turku and Turku Centre for Computer Science (TUCS), , 20014 Turunyliopisto, Finland; email: ertaka@utu.fi},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lu2010117,
author={Lu, J. and Chin, K.L. and Yao, J. and Xu, J. and Xiao, J.},
title={Cross-cultural education: Learning methodology and behaviour analysis for asian students in IT field of australian universities},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={117-125},
note={cited By 3; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872797826&partnerID=40&md5=77310509bb21c6af304d2f7aa83fecd5},
affiliation={Faculty of Engineering and Information Technology, University of Technology Sydney, Australia; Faculty of Business, Curtin University of Technology, Australia; Faculty of Business, University of Sydney, Australia; Graduate School, Southern Cross University, Australia; School of Computer Science, Edith Cowan University, Australia},
abstract={Australian tertiary education of information technology (IT) has attracted a large number of international students, particularly from Asia. Cultural factors have affected the quality of learning of international students and the teaching approaches adopted by Australian lecturers. Therefore, cross-cultural teaching and learning situations have become an important issue in Australian universities. This study intends to improve the understanding of Asian students' cultural backgrounds, their previous learning approaches and theirperspectives on Australian culture and educational mode, with the objective of helping international students from different cultural backgrounds to overcome the difficulties of cross-cultural study. This study has completed a questionnaire survey of 1026 students, including 292 Information Technology (28.5%) students from five universities in Australia. Among these IT students, there are 100 (34.25%) local students and 192 (65.75%) international students from 39 other countries. The questionnaire contains 55 questions within six question sections and one information section. This paper presents comparison-based data analysis results of this survey on learning methodology and behaviours of Asian students in IT field of Australian universities. It particularly reveals the main difference for students between the universities in their home countries and in Australia, also the difficulties of these students during their study in Australian university through qualitative analysis on open questions of the survey. This paper also reports the research methodology and main findings in cross-culture teaching and learning generated from this study. This work was fully supported by Australian Learning and Teaching Council (CG7-494). © 2010, Australian Computer Society, Inc.},
keywords={Asian students;  Australian tertiary education;  Cross-cultural teaching and learning;  International students;  IT students;  Survey},
keywords={Australia;  Behaviour analysis;  Cross-cultural education;  Cross-cultural study;  Cross-culture;  Cultural backgrounds;  Cultural factors;  Learning approach;  Local students;  Qualitative analysis;  Quality of learning;  Questionnaire surveys;  Research methodologies;  Teaching and learning;  Teaching approaches;  Tertiary education, Information technology;  Societies and institutions;  Surveys;  Teaching, Students},
references={Asmar, C., Scholarship, experience, or both? A developer's approach to cross-cultural teaching (1999) International Journal for Academic Development, 4 (1), pp. 18-27; Baumgart, N., Halse, C., Approaches to learning across cultures: the role of assessment (1999) Assessment in education, 6 (3), pp. 321-339; Biggs, J.B., Western misperceptions of the Confucian-heritage learning culture (1996) The Chinese Learner: cultural, psychological and contextual influences, , Wstkings, D.A. and Biggs, J.B. (Eds), Hong Kong and Melbourne, CERC and Australian Council for Educational Research; Briguglio, C., Language and cultural issues for English-as-a-second/foreign language students in traditional educational settings (2000) Higher Education in Europe, 25 (3), pp. 425-434; Chalmers, D., Volet, S., Common misconceptions about students from South-East Asia studding in Australia (1997) Higher Education Research and Development, 16 (1), pp. 87-98; Chen, H., (2003) Contextualizing citation behavior: Chinese graduate students' thesis writing, language and academic skills, , Latrobe University; Chiu, Y.C.J., Facilitating Asian students' critical thinking in online discussions (2009) British Journal of Educational Technology, 40 (1), pp. 42-57; Eisenchlas, S., Trevaskes, S., Teaching intercultural communication in the university setting: an Australian perspective (2003) International Education, 14 (4), pp. 397-408; Fussell, S.R., Zhang, Q., Culture and collaborative technologies (2007) CHI '07 extended abstracts on Human factors in computing systems, pp. 2845-2848. , April 28-May 03, San Jose, USA; Green, W., Write on or write off? An exploration of Asian international students' approaches to essay writing at an Australian university (2007) Higher Education Research & Development, 26 (3), pp. 329-344; Hodne, B., Please speak up: Asian immigrant students in American college classroom (1997) New Directions for Teaching and Learning, 70, pp. 85-92; Ho, D.Y.F., Cognitive socialization in Confucian heritage cultures (1991) Workshop on Continuities and Discontinuities in the Cognitive Socialization of Minority Children, US Dept. of Health and Human Services, , Washington, DC, June 29 to July 2; Hofstede, G., (2001) Cultures Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations, , Sage Publications, Thousand Oaks, London; Hong, P.Z., (1991) A Thorny Journey - A study of the acculturation process of some Chinese ELICOS students in Brisbane, Australia, , Griffith University, Brisbane, Australia; Huang, H., Trauth, E.M., Cultural influences and globally distributed information systems development: experiences from Chinese IT professionals (2007) Proceedings of the 2007 ACM SIGMIS CPR Conference on Computer Personnel Research: the Global information Technology Workforce, , St. Louis, Missouri, USA, April 19-21; Li, M., Campbell, J., Asian students' perceptions of group work and group assignments in a New Zealand tertiary institution (2008) Intercultural Education, 19 (3), pp. 203-216; Lu, J., Chin, K.L., Yao, J., Xu, J., Xiao, J., Survey Analysis on Cross Culture Learning (2008) UTS Teaching and Learning Forum, , http://datasearch.uts.edu.au/site_manager_sites/iml_2003/learnteach/forum/forum08/, 2008, 27 November; Littlewood, W., Students' attitudes to classroom English learning: a cross-cultural study (2001) Language Teaching research, 5 (1), pp. 3-28; Pan, Z., Chaffee, S.H., Chu, G.C., Ju, Y., (1994) To See Ourselves: Comparing Traditional Chinese and American Cultural Values, , San Francisco, CA: Westview Press; Phillips, W.K., Lo, S.C.J., Yu, T.O., Teaching techniques among Chinese international Students in Christian colleges and universities (2002) Christian Higher Education, 1 (4), pp. 347-369; Li, M., Campbell, J., Asian students' perceptions of group work and group assignments in a New Zealand tertiary institution (2008) Intercultural Education, 19 (3), pp. 203-216; Tiong, K.M., Yong, S.T., Confucian heritage culture learners' instructors' expectations and preferences in collaborative learning: Convergence or divergence? (2004) HERDSA Conference, , http://herdsa2004.curtin.edu.my/Contributions/NRPapers/A055-jt.pdf, July 4-7, Miri, Sarawak; Wan, G., The learning Experience of Chinese Students In American University: A cross-cultural perspective (2001) College Student Journal, 35, pp. 28-37; Watkins, D., Learning and Teaching: a crosscultural perspective (2000) School Leadership and Management, 20 (2), pp. 161-173; Wei, F.Y.F., Cross-cultural teaching apprehension: A coidentity approach toward minority teachers (2007) New Directions for Teaching & Learning, 110, pp. 5-14},
correspondence_address1={Lu, J.; Faculty of Engineering and Information Technology, Australia; email: jielu@it.uts.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Falkner200965,
author={Falkner, K. and Munro, D.S.},
title={Easing the transition: A collaborative learning approach},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={65-74},
note={cited By 8; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869114310&partnerID=40&md5=0106c5ae91c7d232e4e077f0f9f99e5f},
affiliation={School of Computer Science, University of Adelaide, Adelaide, SA 5005, Australia},
abstract={Engaging first year students is a difficult problem, as students must develop independent study skills while concurrently mastering their chosen topic. At the same time, they find themselves in an alien environment, removed from their peer group and anonymised by University structures. Retention is of particular concern within ICT as across Australia, and globally, we have seen a recent dramatic drop in number of students applying for ICT degrees, and poor progression and retention rates. Collaborative learning is a strategy that involves the students themselves in the ownership and direction of their learning; each student is responsible for not only their own learning but of the learning of the group. In this paper we describe our approach to student engagement based on applying a range of collaborative learning techniques within an introductory Computer Science course, addressing specifically the task of collaborative problem solving. Results from three years of adopting this change in teaching methodology indicate increased student confidence, participation and student ability.},
keywords={Collaborative learning;  Computer science education;  CS1;  Transition},
keywords={Australia;  Collaborative learning;  Collaborative problem solving;  Computer Science Education;  CS1;  First year students;  Introductory computer science;  Peer groups;  Retention rate;  Student engagement;  Study skills;  Teaching methodologies;  Transition, Information technology, Students},
references={Allan, V., Kolesar, M., Teaching computer science: A problem solving approach that works (1997) ACM SIGCUE Outlook, 25 (1-2), pp. 2-10; Barrows, H., A taxonomy of problem-based learning methods (1986) Medical Education, 20, pp. 481-486; Beder, S., Addressing the issues of social and academic integration for first year students: A discussion paper (1997) Ultibase Articles; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, 3rd edition, , The Society for Research into Higher Education; Burns, R., Study and stress among first year students in an australian university (1991) Higher Education Research and Development, 16, pp. 61-77; Cameron, H., Assessment and feedback in higher education: Key links in the learning chain (2007) Proceedings of the 2nd Education Research Group of Adelaide Conference (ERGA 2007); Carr, W., Kemmis, S., (1986) Becoming Critical. Education, knowledge and action research, , Lewes: Falmer; Christensen, C., Garvin, D., Sweet, A., (1991) Education for Judgement: The Artistry of Discussion Leadership, , Harvard University Business School; D'Souza, D., Hamilton, M., Harland, J., Muir, P., Thevathayan, C., Walker, C., Transforming learning of programming: a mentoring project (2008) Proc. Tenth Australasian Computing Education Conference (ACE 2008), pp. 75-84; Ericsson, K.A., Krampe, R.T., Tesch-Romer, C., The role of deliberate practice in the acquisition of expert performance (1993) Psychological Review, 100 (3), pp. 363-406; Ginat, D., Misleading intuition in algorithmic problem solving (2001) Proceedings of the 32nd SIGCSE Symposium, pp. 21-25; Ginat, D., Learning from wrong and creative algorithm design (2008) Proceedings of SIGCSE'08; Glasser, W., (1990) The Quality School: Managing Students without Coercion, 1st edition, , New York: Harper Collins, ISBN: 006055200X; Hopkins, D., (1985) A teacher's guide to classroom research, , Philadelphia: Open University Press; Ilian, A., Kordaki, M., Undergraduate studies in computer science and engineering: gender issues (2006) ACM SIGCSE Bulletin, 38 (2), pp. 81-85; Jenkins, J., Jenkins, L., Making peer tutoring work (1987) Educational Leadership, 44 (6), pp. 64-68; Krause, K., Serious thoughts about dropping out in first year: Trends, patterns and implications for higher education (2005) Studies in Learning, Evaluation, Innovation and Development, 2 (3), pp. 55-67; Krause, K., Hartley, R., James, R., McInnis, C., (2005) The First Year Experience in Australian Universities: Findings from a decade of national studies, , Canberra: DEST; Lang, C., McKay, J., Lewis, S., Seven factors that in uence ict student achievement (2007) ACM SIGCSE Bulletin, 39 (3), pp. 221-225; Lister, R., Adams, E., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skillls in novice programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; MacGregor, J., What difference do learning communities make? (1991) Washington Center News, Washington Center for Undergraduate Education, 6 (1); McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wiusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year cs students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140; McInnis, C., James, R., Hartley, R., (2000), Trends in the first year experience in australian universities, Technical report, DETYA, Canberra; McKinney, D., Denton, L., Developing collaborative skills early in the cs curriculum in a laboratory environment (2006) Proceedings of SIGCSE 2006, Symposium on Computer Science Education; Miliszewska, I., Tan, G., Befriending computer programming: A proposed approach to teaching introductory programming (2007) Issues in Informing Science and Information Technology, 4, pp. 278-289; Miller, A., Kay, J., A mentor program in cs1 (2002) Proceedings of ITiCSE 2002, , Aarhus, Denmark; Ramsden, P., (2003) Learning to Teach in Higher Education, , RoutledgeFalmer, London; Sheard, J., Carbone, A., Markham, S., Hurst, A., Casey, D., Avram, C., Performance and progression of first year ict students (2008) Proceedings of the Tenth Australasian Computing Education Conference (ACE 2008); Slavin, R., When does cooperative learning increase student achievement? (1983) Psychological Bulletin, 94 (3), pp. 429-445; Slavin, R., Synthesis of research on cooperative learning (1991) Educational Leadership, pp. 71-82; Smith, B., MacGregor, J., (1992) What is Collaborative Learning?, , National Centre on Postsecondary Teaching, Learning and Assessment, Pennsylvania State University; Sonnentag, S., Expertise in professional software design: A process study (1998) Journal of Applied Psychology, 83 (5), pp. 703-715; Strazdins, P., Applying the community of practice approach to individual it projects (2008) Proceedings of the Tenth Australasian Computing Education Conference (ACE 2008); Teague, D., Roe, P., Collaborative learning - towards a solution for novice programmers (2008) Proceedings of the Tenth Australasian Computing Education Conference (ACE 2008); Trajovski, G., (2006) Diversity in Information Technology Education: Issues and Controversies, , Idea Group Inc (IGI); Urban-Lurain, M., Weinshank, D.J., Attendance and outcomes in a large, collaborative learning, performance assessment course (2000) Annual Meeting of the American Educational Research Association (AERA); Webb, N., (1989) Peer Interaction and Learning in Small Groups, pp. 21-29. , New York: Pergamon Press; Wenger, E., Communities of practice. learning as a social system (1998) Systems Thinker; White, N.R., Tertiary education in the noughties: the student perspective (2006) Higher Education Research & Development, 25 (3), pp. 231-246; Williams, L., Kessler, R., The effects of "pair pressure" and "pair-learning" on software engineering education (2000) Proceedings of the 13th Conference on Software Engineering Education & Training; Yerion, K., Rinehart, J., Guidelines for collaborative learning in computer science (1995) ACM SIGCSE Bulletin, 27 (4), pp. 29-34},
correspondence_address1={Falkner, K.; School of Computer Science, , Adelaide, SA 5005, Australia; email: katrina.falkner@adelaide.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Tempero2009181,
author={Tempero, E.},
title={Experiences in teaching quality attribute scenarios},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={181-188},
note={cited By 5; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869108824&partnerID=40&md5=49cd133311993dc4bbaafbe4bebe6d15},
affiliation={Department of Computer Science, University of Auckland, Auckland, New Zealand},
abstract={The concept of the quality attribute scenario was introduced in 2003 to support the development of software architectures. This concept is useful because it provides an operational means to represent the quality requirements of a system. It also provides a more concrete basis with which to teach software architecture. Teaching this concept however has some unexpected issues. In this paper, I present my experiences of teaching quality attribute scenarios and outline Bus Tracker, a case study I have developed to support my teaching. © 2009, Australian Computer Society, Inc.},
keywords={Concrete basis;  Quality attributes;  Quality requirements;  Teaching quality, Software architecture},
references={Bass, L., Clements, P., Kazman, R., (2003) Software Architecture in Practice, , 2 edn, Addison-Wesley; Bucci, P., Long, T.J., Weide, B.W., Teaching software architecture principles in CS1/CS2 (1998) ISAW '98: Proceedings of the third International Workshop on Software Architecture, pp. 9-12. , ACM Press, New York, NY, USA; Garlan, D., Allen, R., Ockerbloom, J., Architectural mismatch: Why reuse is so hard (1995) IEEE Software, 12 (6), pp. 17-26; Gruba, P., Moffat, A., Sondergaard, H., Zobel, J., What drives curriculum change? (2004) Sixth Australasian Computing Education Conference (ACE2004), 30, pp. 109-117. , R. Lister & A. L. Young, eds, of CRPIT, ACS, Dunedin, New Zealand; Hamer, J., Kell, C., Spence, F., Peer assessment using Aropä (2007) ACE '07: Proceedings of the ninth Australasian conference on Computing education, pp. 43-54. , Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Karam, O., Qian, K., Diaz-Herrera, J., A model for SWE course software architecture and design (2004) 34th Annual Frontiers in Education (FIE), pp. 4-8; Lago, P., van Vliet, H., Teaching a course on software architecture (2005) 18th Conference on Software Engineering Education and Training (CSEE&T), pp. 35-42; Royce, W., Boehm, B., Druffel, C., Employing unas technology for software architecture education at the university of southern california (1994) 'WADAS '94: Proceedings of the eleventh annual Washington Ada symposium & summer ACMSIGAda meeting on Ada, pp. 113-121. , ACM Press, New York, NY, USA; SEI list of definitions of software architecture (2007), http://www.sei.cmu.edu/architecture/definitions.html, SEI Accessed September; Shaw, M., Clements, P., The golden age of software architecture (2006) IEEE Software, 23 (2), pp. 31-39; Shaw, M., Garlan, D., (1996) Software Architecture: Perspectives on an Emerging Discipline, , Prentice Hall},
correspondence_address1={Tempero, E.; Department of Computer Science, , Auckland, New Zealand; email: ewan-at-cs.auckland.ac.nz},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Laxer2009111,
author={Laxer, C. and Daniels, M. and Cajander, A. and Wollowski, M.},
title={Evolution of an international collaborative student project},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={111-118},
note={cited By 21; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-71049165538&partnerID=40&md5=4726e40d5adbe5f5a05f9cbdeb92c22e},
affiliation={Rose-Hulman Institute of Technology, Terre Haute, IN, United States; Uppsala University, Uppsala, Sweden; Uppsala University, Uppsala, Sweden; Rose-Hulman Institute of Technology, Terre Haute, IN, United States},
abstract={International collaborative student projects are inherently difficult for everyone concerned - the students working on the projects, the faculty guiding the students, and the clients submitting the projects. With more and more schools recommending, or even requiring, that their students have some form of international experience in their degree programs, these projects will become more prevalent in helping to educate computing students in the 21st century. Understanding cultural differences between countries helps students have a better appreciation for the global aspects of computing and the issues faced in making software work in an environment they are not used to. This paper discusses the evolution over four years of collaborative projects between computing students at two schools, one in Sweden and one in the United States. The projects are based in courses at both schools that deal with computing in society. We discuss what the faculty teaching the courses and guiding the projects have learned and how they have improved the experience, what the students learn through these projects, and how the clients interact with the students and faculty. Suggestions for further development of these projects are also made. © 2009, Australian Computer Society, Inc.},
keywords={Computing and society;  International collaborative projects;  Open-ended group projects;  Realworld problems},
keywords={Collaborative projects;  Computing and society;  Cultural difference;  Degree program;  Global aspects;  Group projects;  International collaborative projects;  International experiences;  Real-world problem;  Student project, Societies and institutions;  Teaching, Students},
references={Aspray, W., Mayadas, F., Vardi, M., Globalization and offshoring of software: a report of the ACM job migration task force (2006) Association for Computing Machinery., , (editors); Azadegan, S., Lu, C., An international common project: implementation phase (2001) Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education (Canterbury, United Kingdom), , ITiCSE '01. New York, NY, 125-128, ACM; Charette, R.N., Dying for data (2006) IEEE Spectrum, 43 (10), pp. 22-27; Cohen, R., Kennedy, P., (2000) Global sociology, , NYU Press; (2006) Computer, 39 (4). , IEEE Computer Society; Daniels, M., Petre, M., Almstrum, V., Asplund, L., Bjorkman, C., Erickson, C., Klein, B., Last, M., RUNESTONE, an international student collaboration project (1998) Frontiers in Education Conference, 1998, 2, pp. 727-732; Fuller, U., Amillo, J., Laxer, C., McCracken, W.M., Mertz, J., Facilitating student learning through study abroad and international projects (2005) SIGCSE Bulletin, 37 (4), pp. 139-151; Hauer, A., Daniels, M., A Learning Theory Perspective on Running Open Ended Group Projects (OEGPs) (2008) Proceedings of the Tenth Australasian Computing Conference (ACE 2008); Jarvenpaa, S.L., Leidner, D.E., Communication and trust in global virtual teams (1998) Journal of Computer-Mediated Communication, 3 (4). , http://jcmc.indiana.edu/, Accessed 22 Aug 2008; Last, M., Daniels, M., Almstrum, V., Erickson, C., Klein, B., An international student/facultycollaboration: the Runestone project (2000) ACM SIGCSE Bulletin, 32 (3), pp. 128-131; Lee, I., Pappas, G.J., Cleaveland, R., Hatcliff, J., Krogh, B.H., Lee, P., Rubin, H., Sha, L., Highconfidence medical device software and systems (2006) Computer, 39 (4), pp. 33-38; Majchrzak, A., Rice, R.E., King, N., Malhotra, A., Ba, S., Computer-mediated interorganizational knowledge-sharing: Insights from a virtual team innovating using a collaborative tool (2000) Information Resources Management Journal, 13 (1), pp. 44-54; Newman, I., Daniels, M., Faulkner, X., Open ended group projects a 'tool' for more effective teaching (2003) Proceedings of the Fifth Australasian Conference on Computing Education (ACE 2003), pp. 95-103; Oshri, I., Kotlarsky, J., Willcocks, L., Missing links: building critical social ties for global collaborative teamwork (2008) Communications of the ACM, 51 (4), pp. 76-81; Pears, A.N., Erickson, C., Enriching online learning resources with "explanograms" (2003) Proceedings of the 1stInternational Symposium on Information and Communication Technologies, (49), pp. 261-266. , ACM International Conference Proceeding Series, Trinity College Dublin; Rakitin, R., Coping with defective software in medical devices (2006) Computer, 39 (4), pp. 40-45; Robey, D., Khoo, H., Powers, C., Situated learning in cross-functional virtual teams (2000) IEEE Transactions on Professional Communications, 43 (1), pp. 51-66; (2008), http://www.cetuss.se, CeTUSS: Accessed 24 Aug; (2008), http://www.it.uu.se/edu/course/homepage/ITisam/ht07, ITiS: Accessed 24 Aug},
correspondence_address1={Laxer, C.; Rose-Hulman Institute of Technology, Terre Haute, IN, United States; email: cary.laxer@rose-hulman.edu},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Teague2008147,
author={Teague, D. and Roe, P.},
title={Collaborative learning - towards a solution for novice programmers},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={147-153},
note={cited By 28; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869139583&partnerID=40&md5=37d479b63ff7532272f4b1c3edf9c44b},
affiliation={Queensland University of Technology, Brisbane, Australia},
abstract={Students continue to struggle with learning to program, for reasons that we hypothesise are not solely cognitive. This paper reports on the results of a survey indicating that as students progress through a first programming unit, they enjoy it less, find it more difficult than they expected, and have less confidence in being able to successfully complete it. The students also believed that collaborative learning would have a beneficial impact on their learning outcomes and make studying programming more engaging, interactive, and fun. As a precursor to trialling collaborative problem solving and programming in introductory programming units at QUT, collaborative learning and its potential positive effect on the learning outcomes of programming students is investigated. © 2008, Australian Computer Society, Inc.},
keywords={Collaborative learning;  Collaborative programming;  Novice programmers},
keywords={Collaborative learning;  Collaborative problem solving;  Collaborative programming;  Introductory programming;  Learning outcome;  Novice programmer, Students},
references={Aiken, J., Technical and Human Perspectives on Pair Programming (2004) ACM SIGSOFT Software Engineering Notes, 29 (5); Participation in Education: Beyond compulsory schooling (2000), http://www.abs.gov.au/ausstats/abs@.nsf/2f762f95845417aeca25706c00834efa/6ca07444d2673d02ca2570ec000e3632!OpenDocument, Australian Bureau of Statistics. 4102.0 Australian Social Trends Retrieved 30 May, 2007, from; Bruce, C., Buckingham, L., Ways of Experiencing the Act of Learning to Program: A Phenomenographic Study of Introductory Programming Students at University (2004) Journal of Information Technology Education, p. 3; Bruner, J., Constructivist Theory (1990), http://tip.psychology.org/bruner.html, Retrieved 19 July, 2007, from; Cohoon, J.M., Department Differences and Point the Way to Improving Female Retention in Computer Science (1999) ACM SIGCSE Bulletin, Proceedings of the 30th SIGCSE Technical Symposium on Computer Science Education SIGCSE '99, 31 (1); Cohoon, J.M., Recruiting and Retaining Women in Undergraduate Computing Majors (2002) ACM SIGCSE Bulletin, 34 (2); Cohoon, J.M., Women in CS and Biology (2002) ACM SIGCSE Bulletin, Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education SIGCSE '02, 34 (1); Dijkstra, E.W., Craftsman or Scientist? (1975) ACM Pacific 75 - Luncheon Speech, , San Francisco; Fisher, A., Margolis, J., Unlocking the clubhouse: the Carnegie Mellon experience (2002) ACM SIGCSE Bulletin, 34 (2); Gokhale, A.A., Collaborative Learning Enhances Critical Thinking (1995) Journal of Technology Education, 7 (1), pp. 22-30; Hanks, B., Student Attitudes toward Pair Programming (2006) ITiCSE 06: Proceedings of the 11th annual conference on Innovation and technology in computer science education; Huitt, W., Constructivism. Educational Psychology Interactive (2003), http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html, Retrieved 19 July 2007, 2007, from; Katz, S., Allbritton, D., Gender, Achievement, and Persistence in an Undergraduate Computer Science Program (2006) ACM SIGMIS Database, 37 (4); Lahtinen, E., Ala-Mutka, K., A Study of the Difficulties of Novice Programmers (2005) 10th annual SIGCSE conference on Innovation and technology in computer science education ITiCSE '05; Layman, L., Cornwell, T., Personality Types, Learning Styles, and an Agile Approach to Software Engineering Education (2006) SIGCSE 2006 Technical Symposium on Computer Science Education, , Houston, Texas USA; Lewis, S., McKay, J., The Next Wave of Gender Projects in IT Curriculum and Teaching at Universities (2006) Eighth Australasian Computer Education Conference (ACE2006), , Hobart, Tasmania, Australia, ACS; Lister, R., Adams, E., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGSCE Bulletin, 36 (4), pp. 119-150; Mackay, H., Australia and the World: The Australian Paradox (2005), http://www.newmatilda.com/policytoolkit/policydetail.asp?PolicyID=99, Retrieved August 2007, 2007, from; Mannila, L., Progress Reports and Novices' Understanding of Program Code (2006) 6th Baltic Sea Conference on Computing Education Research, , Koli Calling; McCracken, M., Almstrum, V., ITiCSE 2001 working group reports: A multi-national, multiinstitutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4); McDowell, C., Werner, L.L., Pair programming improves student retention, confidence, and program quality (2006) Communications of the ACM, 49 (8); McKinney, D., Denton, L.F., Developing Collaborative Skills Early in the CS Curriculum in a Laboratory Environment (2006) SIGCSE 2006 Technical Symposium on Computer Science Education, , Houston, Texas, USA; Mendes, E., Al-Fakhri, L., A Replicated Experiment of Pair-Programming in a 2nd-year Software Development and Design Computer Science Course (2006) ITiCSE 06: Proceedings of the 11th annual conference on Innovation and technology in computer science education, , Bologna, Italy; Peckham, J., Stephenson, P.D., Broadening participation in computing: issues and challenges (2007) ACM SIGCSE Bulletin, Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education ITiCSE '07, 39 (3); Rideout, V., Roberts, D.F., Generation M: Media in the Lives of 8-18 Year-olds - A Kaiser Family Foundation Study (2005), The Henry J Kaiser Family Foundation; Robins, A., Rountree, J., Learning and Teaching Programming: A Review and Discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Sheard, J., Hagan, D., Our failing students: a study of a repeat group (1998) Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education ITiCSE '98},
correspondence_address1={Teague, D.; Queensland University of Technology, Brisbane, Australia; email: d.teague@qut.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Thompson2008155,
author={Thompson, E. and Luxton-Reilly, A. and Whalley, J.L. and Hu, M. and Robbins, P.},
title={Bloom's taxonomy for CS assessment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={155-161},
note={cited By 116; Conference of 10th Australasian Computing Education Conference, ACE 2008 ; Conference Date: 1 January 2008 Through 1 January 2008;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869117897&partnerID=40&md5=9317ed8d9bf58e6ff1436d4426537b0b},
affiliation={2 Haven Grove, Naenae, Lower Hutt, New Zealand; Computer Science, University of Auckland, Private Bag 92019, Auckland, New Zealand; Computer and Information Sciences, Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand; Tairawhiti Polytechnic, PO Box 640, Gisborne, New Zealand},
abstract={Bloom's Taxonomy is difficult to apply consistently to assessment tasks in introductory programming courses. The Bloom taxonomy is a valuable tool that could enable analysis and discussion of programming assessment if it could be interpreted consistently. We discuss each of the Bloom classification categories and provide a consistent interpretation with concrete exemplars that will allow computer science educators to utilise Bloom's Taxonomy for programming assessment. Using Bloom's Taxonomy to help design examinations could greatly improve the quality of assessment in introductory programming courses. © 2008, Australian Computer Society, Inc.},
keywords={Bloom's taxonomy;  Multi-institutional;  Novice programmers},
keywords={Computer programming;  Curricula;  Taxonomies, Assessment tasks;  Bloom taxonomies;  Bloom's taxonomy;  Introductory programming course;  Multi-institutional;  Novice programmer, Blooms (metal)},
references={Abran, A., Moore, J., Bourque, P., DuPuis, R., Tripp, L., (2004), Guide to the Software Engineering Body of Knowledge - 2004 Version SWEBOK®, Los Alamitos, CA , IEEE-CS - Professional Practices Committee; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, , (eds.) Addison Wesley Longman; Biggs, J.B., Collis, K.F., Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome) (1982), New York, Academic Press; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of educational objectives Handbook 1: cognitive domain, , London, Longman Group Ltd; Johnson, C.G., Fuller, U., Is Bloom's taxonomy appropriate for computer science. Berglund (2006) 6th Baltic Sea Conference on Computing Education Research (Koli Calling 2006), pp. 115-118. , A. ed. Koli National Park, Finland; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) Inroads - The SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Leaney, J., Introductory programming, criterion-referencing (2003) SIGCSE '03: Proceedings of the 34th SIGCSE technical symposium on Computer science education, pp. 143-147. , ACM Press; Oliver, D., Dobele, T., Greber, M., Roberts, T., This course has a Bloom Rating of 3.9 (2004) Proceedings of the sixth conference on Australasian computing education, 30, pp. 227-231. , Dunedin New Zealand, Australian Computer Society Inc; Scott, T., Bloom's taxonomy applied to testing in computer science classes (2003) Journal of Computing in Small Colleges, 19 (1), pp. 267-274; Shneider, E., Gladkikh, O., Designing questioning strategies for information technology courses (2006) The 19th Annual Conference of the National Advisory Committee on Computing Qualifications: Preparing for the Future - Capitalising on IT, pp. 243-248. , Mann, S. and Bridgeman, N. eds. Wellington, National Advisory Committee on Computing Qualifications; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, A., Prasard, C., An Australasian study of reading and comprehension skills in novice programmers, using the Bloom and SOLO taxonomies (2006) Eighth Australasian Computing Education Conference (ACE2006), 52, pp. 243-252. , Hobart, Tasmania, Australia, CRIPT, Australian Computer Society Inc},
correspondence_address1={Thompson, E.2 Haven Grove, Naenae, Lower Hutt, New Zealand; email: E.L.Thompson@massey.ac.nz},
sponsors={ACM Special Interest Group on Computer Science Education; Australian Computer Society; CORE - Computing Research and Education; et al.; School of Design, Communication and Information Technology; University of Wollongong, Australia},
publisher={Australian Computer Society},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Bem200829,
author={Bem, D. and Huebner, E.},
title={Computer forensics workshop for undergraduate students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={29-33},
note={cited By 6; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869105733&partnerID=40&md5=1ba2afbc9769e733f2e0830d6d9aa36a},
affiliation={School of Computing and Mathematics, University of Western Sydney, Penrith Campus, Locked bag 1797, Penrith South DC NSW 1797, Australia},
abstract={This paper describes our experience in the design and implementation of a computer forensics specialisation for the Bachelor of Computer Science degree and its capstone subject Computer Forensics Workshop. Our motivation for introducing this specialisation was to respond to the growing demand for professional services in computer forensics by the government and industry as well as to attract undergraduate students back to computing. Computer forensics is an emerging multidisciplinary field with foundations in computer science and law, and academically it is best positioned as a stream in general computer science degrees. The capstone subject in the specialisation, Computer Forensics Workshop, is practically oriented with a substantial laboratory component. The subject is taught by a team of academics, each contributing their expert knowledge in operating systems, file systems, network security and cryptography. The aim is to prepare the students to enter the job market as a professional computer forensics specialist, either in a law enforcement agency or a business organisation relying on computer information systems. © 2008, Australian Computer Society, Inc.},
keywords={Computer forensics education;  Curriculum design},
keywords={Business organisation;  Curriculum designs;  Expert knowledge;  File systems;  Growing demand;  Job market;  Laboratory components;  Law-enforcement agencies;  Professional services;  Undergraduate students, Computer forensics;  Computer science;  Curricula, Students},
references={(2001) Computing Curricula 2001 Computer Science, , http://www.computer.org/portal/cms_docs_ieeecs/ieeecs/education/cc2001/cc2001.pdf, ACM/IEEE-CS. Retrieved 3 June 2007, from; (2006) Australian Computer Crime and Security Survey, , AusCERT. 2006 AusCERT; Bem, D., Computer Forensics (2007), http://www.cit.uws.edu.au/compsci/computerforensics/Technical%20Reports/index.php, Retrieved 16 July 2007, from; Carrier, B., The Sleuth Kit (2007), http://www.sleuthkit.org/sleuthkit/desc.php, Retrieved 10 July 2007, from; Computer Forensic Tool for Law Enforcement (2006), http://www.techpathways.com/ProDiscoverDFT.htm, Retrieved 20 December 2006, from; (2007), http://www.e-fense.com/helix/, E-fense. The HELIX Live CD Page. Retrieved 9 March 2007, from; Fleischmann, S., (2007), http://www.x-ways.net/forensics/, WinHex/X-Ways Forensics [Electronic Version]. Retrieved 10 March 2007 from; Gottschalk, L., Liu, J., Dathan, B., Fitzgerald, S., Stein, M., (2005) Computer forensics programs in higher education: a preliminary study, , SIGCSE Technical Symposium on Computer Science Education; Hentea, M., Dhillon, H.S., Dhillon, M., Towards Changes in Information Security Education (2006) Journal of Information Technology Education, p. 5; Huebner, E., Bem, D., Wee, C.K., Data hiding in the NTFS file system (2006) Digital Investigation, 3 (4). , (Spring); Jones, K., Bejtlich, R., Curtis, R., (2005) Real Digital Forensics: Computer Security and Incident Response, , Penguin Books Pearson Publishing; (2004), http://www.opengroup.org/onlinepubs/009695399/utilities/dd.html, The Open Group Base Specifications. Issue 6. Retrieved 21 March 2007, from; Pritchard, J.J., MacDonald, L.E., Cyber terrorism: A Study of the Extent of Coverage in Computer Security Textbooks (2004) Journal of Infromation Technology Education, 3, pp. 279-289; (2007), http://handbook.uws.edu.au/hbook/course.asp?course=3506.3, UWS Handbook. Retrieved 10 July 2007, from; (2007), http://handbook.uws.edu.au/hbook/unit.asp?unit=300447.1, UWS Handbook - units. Retrieved 10 July 2007, from; Yasinsac, A., Erbacher, R.F., Marks, D.G., Pollitt, M.M., Sommer, P.M., Computer Forensics Education (2003) IEEE Security and Privacy, 1 (4)},
correspondence_address1={Bem, D.; School of Computing and Mathematics, Penrith Campus, Locked bag 1797, Penrith South DC NSW 1797, Australia; email: d.bem@scm.uws.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Whalley2007171,
author={Whalley, J. and Prasad, C. and Kumar, P.K.A.},
title={Decoding doodles: Novice programmers and their annotations},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={171-180},
note={cited By 6; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869146252&partnerID=40&md5=6bbe2cf13e005198c23a2ceac9f2ca24},
affiliation={School of Computer and Information Sciences, Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand; School of Computing and Information Technology, Unitec New Zealand, Private Bag 92025, Auckland, New Zealand; Bay of Plenty Polytechnic, Tauranga, New Zealand},
abstract={This paper reports on the annotations made by novice programming students on an exam script. We investigate the level of reasoning that the students achieve when answering a short answer question using the SOLO taxonomy and relate this to the type and number of annotations they made. The questions and annotations were classified and the relationship between question type, student performance and the tendency to annotate was explored. © 2007 Australian Computer Society, Inc.},
keywords={Annotation;  Cognitive taxonomies;  Computing education;  Doodle;  Novice programming},
keywords={Annotation;  Computing education;  Doodle;  Novice programmer;  Novice programming;  Question type;  Student performance, Taxonomies, Students},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, , (eds). New York, Addision Wesley Longman Inc; Biggs, J.B., (1999) Teaching for quality learning at University, , Buckingham, Open University Press; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York, Academic Press; Davies, S., Externalising information during coding activities: effects of expertise, environment, and task (1993) Empirical Studies of Programmers - Fifth Workshop, pp. 42-61. , C., Scholtz, J. and Spohrer J. C. (eds.). Palo Alto, California, Ablex Publishing; Fincher, S., Petre, M., Tenenberg, J., Blaha, K., Bouvier, D., Chen, T-Y., Chinn, D., Johnson, J., A multi-national, multi-institutional study of student-generated software (2004) Proc. Kolin Kolistelut - Koli Calling, pp. 20-28. , Koli, Finland; Fincher, S., Lister, R., Clear, T., Robins, A., Tenenberg, J., Petre, M., Multi-institutional, multi-national studies in CSEd research: Some design considerations and trade-offs (2005) Proc. of the First International Computing Education Research Workshop (ICER'05), pp. 111-121. , Seattle, USA. ACM Press; Fitzgerald, S., Simon, B., Thomas, L., Strategies that Students Use to Trace Code: An Analysis Based in Grounded Theory (2005) Proc of the 2005 international workshop on Computing education research, pp. 69-80. , Seattle, USA. New York, ACM Press; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) Proc. of the 11th annual SIGCSE conference on Innovation and Technology in Computer Science Education, pp. 118-122. , Bologna, Italy. ACM Press; McCartney, R., Moström, J.E., Sanders, K., Seppala, O., Questions, Annotations, and Institutions: observations from a study of novice programmers (2004) Proc. of the Fourth Finnish/Baltic Sea Conference on Computer Science Education, pp. 11-19. , Koli, Finland; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-Institutional, Multi-National Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140; Perkins, D., Hancock, C., Hobbs, R., Martin, F., Simmons, R., Conditions of Learning in Novice Programmers (1989) Studying the Novice Programmer, pp. 261-279. , Soloway E. and Spohrer J. C. (eds.). Hillsdale, New Jersey, Lawrence Erlbaum Associates; Petre, M., Fincher, S., Tenenberg, J., My criterion is: Is it a Boolean? (2003) Technical Report 6-03, , A card-sort elicitation of students' knowledge of programming constructs. University of Kent, Kent, United Kingdom; Thomas, L., Ratcliffe, M., Thomasson, B., Scaffolding with Object Diagrams in First Year Programming Classes: Some Unexpected Results (2004) Proc. of the 35th Technical Symposium on Computer Science Education (SIGCSE 2004), pp. 250-254. , Norfolk, VA USA; Thompson, E., Whalley, J.L., Lister, R., Simon, B., Code Classification as Learning and Assessment Exercise for Novice Programmers (2006) Proc of the 19th Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 291-298. , Wellington, New Zealand; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Proc. of the Eighth Australasian Computing Education Conference (ACE2006), 52, pp. 243-252. , Hobart, Australia},
correspondence_address1={Whalley, J.; School of Computer and Information Sciences, Private Bag 92006, Auckland 1020, New Zealand; email: jacqueline.whalley@aut.ac.nz},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Lister200797,
author={Lister, R. and Berglund, A. and Box, I. and Cope, C. and Pears, A. and Avram, C. and Bower, M. and Carbone, A. and Davey, B. and de Raadt, M. and Doyle, B. and Fitzgerald, S. and Mannila, L. and Kutay, C. and Peltomäki, M. and Sheard, J. and Simon and Sutton, K. and Traynor, D. and Tutty, J. and Venables, A.},
title={Differing ways that computing academics understand teaching},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={97-106},
note={cited By 12; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869143615&partnerID=40&md5=33028983cd2510087b451670eebc4332},
affiliation={Faculty of IT, Uni of Technology, Sydney, Australia; Dept of Information Technology, Uppsala University, Sweden; Dept of Computer Science, Trobe University, Australia; Faculty of Information Technology, Monash University, Australia; Department of Computing, Macquarie University, Australia; School of Business Inf Tech, Royal Melbourne Inst of Tech, Australia; Faculty of Sciences, University of Southern Queensland, Australia; Info and Comp Sci, Metropolitan State University, St. Paul, MN, United States; Turku Centre for Computer Science, Turku, Finland; School of Comp Sc and Eng, Uni of New South Wales, Australia; School of Design, Communication and IT, University of Newcastle, Australia; Southern Institute of Technology Invercargill, Southland, New Zealand; Department of Computer Science, NUI Maynooth, Co Kildare, Ireland; School of Information Technology, Charles Darwin University, Australia; Victoria University, Melbourne City, Australia},
abstract={This paper presents first results from a wide-ranging phenomenographic study of computing academics' understanding of teaching. These first results focus upon four areas: the role of lab practical sessions, the experience of teaching success, conceptions of motivating and engaging students, and the granularity of the teacher's focus. The findings are comparable with prior work on the understandings of academics in other disciplines. This study was started as part of a workshop on phenomenography. Most participants at the workshop received their first training in phenomenography. This paper summarises the structure of the workshop. © 2007, Australian Computer Society, Inc.},
keywords={Computing education;  Conceptions of teaching;  Phenomenography},
keywords={Computing education;  Engaging students;  Phenomenography, Education},
references={Åkerlind, G., Phenomenographic methods: A case illustration (2005) Doing Developmental Phenomenography, pp. 103-127. , J. Bowden & P. Green (Eds.), Melbourne, Australia, RMIT University Press; Ben-Ari, M., Constructivism in Computer Science Education (2001) Journal of Computers in Mathematics and Science Teaching, 20 (1), pp. 45-73; Berglund, A., Learning computer systems in a distributed project course: the what, why, how and where (2005) Acta Universitatis Upsaliensis, , Uppsala, Sweden; Booth, S., (1992) Learning to program: a phenomenographic perspective, , PhD thesis, University of Gothenberg, Sweden; Booth, S., Ingerman, A., Making sense of physics in the first year of study (2002) Learning and Instruction, 12 (5), pp. 493-507; Bruce, C., Buckingham, L., Hynd, J., McMahon, C., Roggenkamp, M., Stoodley, I., Ways of Experiencing the Act of Learning to Program: A Phenomenographic Study of Introductory Programming Students at University (2004) Journal of Information Technology Education, 3, pp. 143-159. , http://jite.org/documents/Vol3/v3p143-160-121.pdf, [accessed October 2006]; Carbone, A., Kaasbøll, J., A survey of methods used to evaluate computer science teaching (1998) Proc 3rd Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 41-45. , Dublin, Ireland, ACM Press, New York; Cope, C., Educationally critical aspects of a deep understanding of the concept of an information system (2000) Proc Fourth Australasian Computing Education Conference (ACE2000), pp. 48-55. , Melbourne, Australia; Dunkin, M., The induction of academic staff to a university: processes and products (1990) Higher Education, 20, pp. 47-66; Eckerdal, A., Berglund, A., What Does it Take to Learn "Programming Thinking"? (2005) Proc 1st International Computing Education Research Workshop (ICER'05), pp. 135-142. , Seattle, WA, USA, ACM Press, New York; Eckerdal, A., Thuné, M., Novice Java programmers' conceptions of "object" and "class", and variation theory (2005) Proc 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE), , Caparica, Portugal, 89-93, ACM Press, New York; Fox, D., Personal Theories of Teaching (1983) Studies in Higher Education, 8 (2), pp. 151-163; Kutay, C., Lister, R., Up close and pedagogical: computing academics talk about teaching (2006) Australian Computer Science Communications, 52, pp. 125-134; Leveson, L., Encouraging better learning through better teaching: a study of approaches to teaching in accounting (2004) Accounting Education, 13 (4), pp. 529-548; Lister, R., Box, I., Morrison, B., Tenenberg, J., Westbrook, S., The Dimensions of Variation in the Teaching of Data Structures (2004) Proc 9th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 92-96. , Leeds, UK, ACM Press, New York; Marton, F., Phenomenography - a research approach to investigating different understandings of reality (1986) Journal of Thought, 21, pp. 28-49; Marton, F., Booth, S., (1997) Learning and Awareness, , Mahwah, NJ, USA: Lawrence Erlbaum Associates; McKenzie, J., Variation and relevance structures for university teachers' learning: Bringing about change in ways of experiencing teaching (2002) Research and Development in Higher Education, 25, pp. 434-441; Northedge, A., Examining our implicit analogies for learning processes (1976) Programmed Learning and Educational Technology, 13 (4), pp. 67-78; Pang, M.-F., Marton, F., Beyond "lesson study": comparing two ways of facilitating the grasp of some economic concepts (2003) Instructional Science, 31 (3), pp. 175-194; Prosser, M., Trigwell, K., Taylor, P., A Phenomenographic Study of Academics' Conceptions of Science Learning and Teaching (1994) Learning and Instruction, 4, pp. 217-231; Ramsden, P., (2003) Learning to teach in highereducation, , (2nd ed.). London; New York: Routledge; Runesson, U., Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics (2005) Cambridge Journal of Education, 35 (1), pp. 69-87; Samuelowicz, K., Bain, J., Conceptions of teaching held by academic teachers (1992) Higher Education, 24, pp. 93-111; Simon, de Raadt, M., Sutton, K., Venables, A., The unique role of lab practical classes in computing education (2006) Proc 6th Baltic Sea Conference on Computer Education Research (Koli Calling 2006), , Koli, Finland; Stoodley, I., Christie, R., Bruce, C., Masters Students' Experiences of Learning to Program: An Empirical Model (2004) Proceedings of QualIT2004: International Conference on Qualitative Research, , http://sky.fit.qut.edu.au/~bruce/pub/papers/QualIT2004-Bruce.pdf, [accessed October 2006]; Trigwell, K., Prosser, M., Taylor, P., Qualitative differences in approaches to teaching first year university science (1994) Higher Education, 27 (1), pp. 75-84},
correspondence_address1={Lister, R.; Faculty of IT, , Sydney, Australia; email: raymond@it.uts.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Strooper2007147,
author={Strooper, P. and Meinicke, L.},
title={Evaluation of a new assesment scheme for a third-year concurrency course},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={147-154},
note={cited By 2; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869112543&partnerID=40&md5=32f2e72f7483ec149ff27fba063c3ffc},
affiliation={School of ITEE, The University of Queensland, Brisbane, QLD 4072, Australia},
abstract={In this paper, we describe and evaluate a change that was made to the assessment scheme for a third-year course on concurrent systems. The original assessment scheme consisted of tutorials, three assignments, and a final examination. The change was motivated by the fact that students often performed poorly, especially on the third assignment, and yet the average mark that they received for this and the other assignments contributed to what we felt were inflated course grades. In the changed scheme, the third assignment was made more complex and open-ended, but it was also made optional in that students can pass the course without having to do this third assignment We evaluated the new assessment scheme by comparing the performance of students on Assignment 3 and the course for the last two years and by analysing the results of a student questionnaire. © 2007, Australian Computer Society, Inc.},
keywords={Concurrency;  Student assessment},
keywords={Assesment;  Assessment scheme;  Concurrency;  Concurrent systems;  Student assessment, Teaching, Students},
references={Bloom, B., (1956) Taxonomy of educational objectives: the classification of educational goals -Handbook 1: Cognitive Domain, , David McKay Company; Box, I., Object-oriented analysis, criterion referencing, and bloom (2004) Proc. of the 6th Conference on Australian Computing Education, pp. 1-8; Lister, R., Leaney, J., First year programming: Let all the flowers bloom (2003) Proc. of the 5th Australasian Computer Education Conference (ACE2003), pp. 221-230; Magee, J., Kramer, J., (1999) Concurrency: State Models and Java Programs, , John Wiley & Sons; Shneider, E., Gladkikh, O., Designing questioning strategies for information technology courses (2006) Proc. of the 19th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ), pp. 243-248},
correspondence_address1={Strooper, P.; School of ITEE, , Brisbane, QLD 4072, Australia; email: pstroop@itee.uq.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Karahasanović200781,
author={Karahasanović, A. and Thomas, R.C.},
title={Difficulties experienced by students in maintaining object-oriented systems: An empirical study},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={81-87},
note={cited By 14; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869107051&partnerID=40&md5=c848bd32ca1afaa80499e3a55168bcdd},
affiliation={Simula Research Laboratory, P.O. Box 134, NO-1325 Lysaker, Norway; Computer Science and Software Engineering, The University of Western Australia, M002, Crawley, WA 6009, Australia},
abstract={It is widely accepted that software maintenance absorbs a significant amount of the effort expended in software development. Proper training of both university students and professional developers is required in order to improve software maintenance. Understanding cognitive difficulties the students have while maintaining objectoriented systems is a prerequisite for improving their university education and preparing them for jobs in industry. The goal of the experiment reported in this paper is to explore the difficulties of students who maintain an unfamiliar object-oriented system. The subjects were 34 students in their third year of study in computer science. They used a professional Java tool to perform several maintenance tasks on a medium-size Java application system in a seven-hour long experiment. The major difficulties were related to understanding program logic, algorithms, finding change impacts, and inheritance of the functionality. Based on these results we suggest teaching the basics of impact analysis and introducing examples of modifying larger object-oriented programs in courses on object-oriented programming. © 2007, Australian Computer Society, Inc.},
keywords={Empirical studies;  Impact analysis;  Java applications;  Java tools;  Maintenance tasks;  Object-oriented program;  Object-oriented system;  Program logic;  University education;  University students, Cognitive systems;  Computer software maintenance;  Experiments;  Object oriented programming, Students},
references={Arisholm, E., Sjøberg, D.I.K., Carelius, G., Lindsjørn, Y., A Web-based Support Environment for Software Engineering Experiments (2002) Nordic Journal of Computing, 9 (4), pp. 231-247; Arisholm, E., Sjøberg, D.I.K., Jørgensen, M., Assessing the Changeability of two Object-Oriented Design Alternatives - a Controlled Experiment (2001) Empirical Software Engineering, 6 (3), pp. 231-277; Austin, M.A., Samadzadeh, M.H., Software comprehension/maintenance: an introductory cours (2005) 18th Int. Conf. on Systems Engineering (ISCEng'05), pp. 414-419. , IEEE; Basili, V.R., Shull, F., Lanubile, F., Building Knowledge through Families of Experiments (1999) IEEE Transactions on Software Engineering, 25 (4), pp. 456-473. , (July-Aug.); Coleman, D., Ash, D., Lowther, B., Oman, P., Using Metrics to Evaluate Software System Maintainability (1994) IEEE Computer, pp. 44-49. , August 1994; Dale, N., SIGCSE members survey (2005), http://www.cs.utexas.edu/users/ndale/ContentResults.html; Dale, N., Non SIGCSE members survey (2005), http://www.cs.utexas.edu/users/ndale/ContentResults2.html; Détienne, F., Assessing the cognitive consequences of the object-oriented approach: A survey of empirical research on object-oriented design by individuals and teams (1997) Interacting with Computers, 9, pp. 47-72; Dreyfus, H.L., Dreyfus, S.E., (1986) Mind over Machine, , New York: The Free Press; Eriksson, H.E., Penker, M., Case Study (1998) UML Toolkit, , (editors), New York, John Wiley & Sons, Inc; Gunderman, R.E., A glimpse into program maintenance (1988) Techniques of program and system maintenance, pp. 55-59. , Parikh, G. (editors), Wellesley, MA, QED Information Sciences Inc; Holgeid, K.K., Krogstie, J., Sjøberg, D.I.K., A Study of Development and Maintenance in Norway: Assessing the Efficiency of Information Systems Support Using Functional Maintenance (2000) Information and Software Technology, 42 (10), pp. 687-700; Jørgensen, M., Sjøberg, D.I.K., Impact of experience on maintenance skills (2002) Journal of Software Maintenance and Evolution: Research and Practice, 14, pp. 123-146; Kajko-Mattsson, M., Forssander, S., Andersson, G., Developing CM3: Maintainers' Education and Training at ABB (2002) Computer Science Education, 12 (1-2), pp. 57-89; Karahasanovic, A., Anda, B., Arisholm, E., Hove, S.E., Jørgensen, M., Sjøberg, D.I.K., Welland, R., Collecting Feedback during Software Engineering Experiments (2005) Empirical Software Engineering, 10 (2), pp. 113-147; Karahasanovic, A., Levine, A.K., Thomas, R., Comprehension strategies and difficulties in maintaining object-oriented systems: an explorative study (2006) Journal of Systems and Software, , Forthcoming; Lehman, M., Belady, L.A., (1985) Program Evolution - Processes of Software Change, , Academic Press, London; Lientz, B.P., Issues in Software Maintenance (1983) Computing Surveys, 15 (3), pp. 271-278; Nosek, J.T., Prashant, P., Software Maintenance Management: Change in the Last Decade (1990) Journal of Software Maintenance Research and Practice, 2 (3), pp. 157-174; Pfleeger, S.L., (1987) Software Engineering - The Production of Quality Software, , Macmillan; Postema, M., Miller, J., Dick, M., Including practical software evolution in software engineering education (2001) 14th Conference on Software Engineering Education and Training, pp. 127-135. , IEEE; Thomas, R., Karahasanovic, A., Kennedy, G., An Investigation into Keystroke Metrics as an Indicator of Programming Performance (2005) Proc. of the 7th Australasian Computing Education Conference 2005 (ACE 2005), 42, pp. 127-134. , Conference in Research and Practice in Information Technology, Newcastle, Australia, Australian Computer Society, Inc; Thomas, R., Kennedy, G., Draper, S., Mancy, R., Crease, M., Evans, H., Gray, P., Generic Usage Monitoring of Programming Students (2003) ASCILITE 2003 Conference, pp. 715-719. , University of Adelaide, Australia, Adelaide, Australia, ASCILITE; Von Mayerhauser, A., Vans, A.M., Industrial Experience with an Integrated Comprehension Model (1995) Software Engineering Journal, pp. 171-182; Von Mayrhauser, A., Vans, A.M., Program Comprehension During Software Maintenance and Evolution (1995) Computer, 28 (8), pp. 44-55; Zelkowitz, M.V., Perspectives on Software Engineering (1978) ACM Computing Surveys, 10 (2), pp. 197-216},
correspondence_address1={Karahasanović, A.; Simula Research Laboratory, P.O. Box 134, NO-1325 Lysaker, Norway; email: amela@simula.no},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{vonKonsky2007163,
author={von Konsky, B.R. and Ivins, J. and Gribble Susan J., S.},
title={Engaging undergraduates in discussions about ethics in computing},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={163-169},
note={cited By 2; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869106122&partnerID=40&md5=cfe81fa72703fffbe7b09883398b6607},
affiliation={Curtin University of Technology, Department of Computing, Software Engineering Education Research Group, GPO Box U1987, PERTH WA, Australia},
abstract={Third-year computing students enrolled in a software engineering subject were introduced to the Australian Computer Society (ACS) Code of Ethics in the context of a computing professional's obligation to manage quality, safety and reliability. Following an introductory lecture, case study scenarios were interactively discussed during class. Immediately afterwards, students were surveyed to assess their self-perceived and actual ability to apply the ACS Code to another similar scenario. Of the 68 students who gave their informed consent to participate in the study, 34% reported being fully comfortable with applying the ACS Code of Ethics, while 63% were somewhat comfortable. In justifying multiple-choice options for dealing with a new case study scenario, 37% provided a good justification for their choice, 48% provided a poor justification, and 15% provided no justification. A further qualitative analysis of the responses suggests the need for formal assessment of ethics in computing education, and highlights the importance of improving the perceived relevance of ethics to students and the need for in-depth treatment of ethical issues. © 2007, Australian Computer Society, Inc.},
keywords={Engagement;  Ethics;  Teaching and learning},
keywords={Code of Ethics;  Computing education;  Engagement;  Ethical issues;  Ethics;  Qualitative analysis;  Teaching and learning, Philosophical aspects;  Software engineering, Students},
references={(2006), http://www.acs.org.au/index.cfm?action=show&conID=coe, ACS (HREFa): ACS Code of Ethics, last accessed 16 October; (2006), https://www.acs.org.au/about_acs/docs/NATREGSvFeb2005.pdf, ACS (HREFb): ACS National Regulations, last accessed 16 October; (2006), http://www.acs.org.au/publication/docs/ACS_CaseStudiesFinal.pdf, ACS (HREFc): Case Studies on Ethics, last accessed 16 October; Bowern, M., Ethics: part of being a professional (2006) Information Age, pp. 51-52. , June/July 2006; Burmeister, O., Applying the ACS Code of Ethics (2000) Journal of Research and Practice in Information Technology, 32 (2), pp. 107-120; Coates, M., The value of student engagement for higher education quality assurance (2005) Quality in Higher Education, 11 (1), pp. 25-36; Dudley-Sponaugle, A., Lidtke, D., Preparing to teach Ethics in a computer science curriculum (2002) International Symposium on Technology and Society, 2002, ISTAS'02, pp. 121-125; Epstein, M., (2006), http://onlineethics.org/cases/robot/robot.html, (HREF): The Case of the Killer Robot, last accessed 16 October; Hart, B., (2003), http://www.acs.org.au/accreditation/accreditationmanual.doc, Accreditation of Courses at the Professional Level, Guidelines for Applicants, The Australian Computer Society, last accessed 16 October 2006; Kumagai, J., The whistle-blower's dilemma (2004) IEEE Spectrum, 41 (4), pp. 53-55; Martin, C.D., Huff, C.W., A conceptual and pedagogical framework for teaching ethics and social impact in computer science (1997) 27 th Annual Frontiers in Education Conference, 1, pp. 479-483.; Mazur, E., (1997) Peer Instruction: a user's manual, , Sydney, Prentice Hall Series in Educational Innovation, ISBN 0-13-565441-6; Moskal, B., Miller, K., Smith King, L.A., Grading essays in computer ethics: rubrics considered helpful, ACM SIGCSE Bulletin (2002) Proceedings of the 33rd SIGCSE technical symposium on Computer Science Education, SIGCSE '02, 34 (1), pp. 101-105; Sanders, A.F., A discussion format for computer ethics, ACM SIGCSE Bulletin (2005) Proceedings of the 36th SIGCSE technical symposium on Computer Science Education, SIGCSE '05, 37 (1), pp. 352-355; Towell, E., Thompson, J.B., A further exploration of teaching ethics in the software engineering curriculum (2004) Proceedings of the 17 th Conference on Software Engineering Education and Training ,CSEE&amp;T'04, pp. 39-44; (2006), http://www.catl.uwa.edu.au/__data/page/77897/OBE_and_Assessment.pdf, UWA (HREF): Outcomes Based Education and Assessment at UWA, last accessed 16 October; von Konsky, B.R., Loh, A., Robey, M., Gribble, S.J., Ivins, J., Cooper, D., The Benefit of Information Technology in Managing Outcomes Focused Curriculum Development Across Related Degree Programs, 8th Australasian Computing Education Conference, ACE 2006 (2006) Conferences in Research and Practice in Information Technology, 52, pp. 235-242. , D. Tolhurst and S. Mann, Eds},
correspondence_address1={von Konsky, B.R.; Curtin University of Technology, GPO Box U1987, PERTH WA, Australia; email: bvk@cs.curtin.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{deRaadt200655,
author={de Raadt, M. and Watson, R. and Toleman, M.},
title={Chick sexing and novice programmers: Explicit instruction of problem solving strategies},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={55-62},
note={cited By 10; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869035873&partnerID=40&md5=bae38fb0097018ac8b4a5f3b46530362},
affiliation={Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, QLD, 4350, Australia; Department of Information Systems, University of Southern Queensland, Toowoomba, QLD 4350, Australia},
abstract={This study examines the problem solving strategies used by expert programmers. Past studies of the cognitive processes of expert programmers suggest the existence of plans that describe the problem solving strategies held by these programmers. To date such strategies, which are relevant to novice programmers, have not been explicitly incorporated into the curricula of introductory programming courses. In revisiting these earlier studies and confirming the existence of the strategies held by experts, this study argues for inclusion of explicit strategy instruction. © 2006, Australian Computer Society, Inc.},
keywords={Expert;  Explicit instruction;  Novice;  Problem solving strategies;  Programming},
keywords={Cognitive process;  Expert;  Expert programmers;  Explicit instruction;  Introductory programming course;  Novice;  Novice programmer, Mathematical programming, Curricula},
references={Baddeley, A., (1997) Human Memory: Theory and Practice (Revised Edition), , Psychology Press, Erlbaum, UK; Berry, D.C., Dienes, Z., (1993) Implicit Learning: Theoretical and Empirical Issues, , Lawrence Erlbaum Associates Ltd., East Sussex, UK; Biederman, I., Shiffrar, M.M., Sexing Day-Old Chicks: A Case Study and Expert Systems Analysis of a Difficult Perceptual-Learning Task (1987) Journal of Experimental Psychology: Learning, 13 (4), pp. 640-645. , Memory and Cognition; Davies, S.P., Models and theories of programming strategy (1993) International Journal of Man-Machine Studies, 39, pp. 237-267; de Raadt, M., Toleman, M., Watson, R., Training Strategic Problem Solvers (2004) SIGSCE Inroads Bulletin, 36 (2), pp. 48-51; de Raadt, M., Watson, R., Toleman, M., Introductory Programming: What's happening today and will there be any students to teach tomorrow? (2004) Proceedings of the Sixth Australasian Computing Education Conference (ACE2004), , Dunedin, New Zealand, Australian Computer Society; Fix, V., Wiedenbeck, S., Scholtz, J., (1993) Mental representations of programs by novices and experts. Proceedings of the conference on Human factors in computing systems, , Amsterdam, The Netherlands, Addison-Wesley Longman Publishing Co., Inc., Boston, MA, USA; Gugerty, L., Olson, G.M., Debugging by skilled and novice programmers (1986) Conference proceedings on Human factors in computing systems, , Boston, MA USA, ACM Press, New York, NY, USA; Hoc, J.-M., Green, T.R.G., Samurcay, R., Gilmore, D.J., (1990) Psychology of Programming, , Academic Press Ltd., London, UK; Koenemann, J., Robertson, S.P., Expert Problem Solving Strategies for Program Comprehension (1991) Proceedings of the SIGCHI conference on Human factors in computing systems: Reaching through technology, , ACM Press, New York, USA; Reber, A.S., (1993) Implicit Learning and Tacit Knowledge, , Oxford University Press, New York, USA; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Johnson, W.L., (1986) Intention-Based Diagnosis of Novice Programming Errors, , Pittman Publishing Limited, London, UK; Soloway, E., Ehrlich, K., Bonar, J., Tapping into tacit programming knowledge (1982) Proceedings of the first major conference on Human factors in computers systems, , Gaithersburg, Maryland, United States, ACM Press, New York, NY, USA; Soloway, E., Woolf, B., Problems, Plans and Programs (1980) Proceedings of the Eleventh ACM Technical Symposium on Computer Science Education, , Kansas City, Missouri, United States, ACM Press, New York, NY, USA; Soloway, E., (2003), Personal communication, email, 27/05/2003; Spohrer, J.C., Soloway, E., Pope, E., A goal/plan analysis of buggy Pascal programs (1985) Human Computer Interaction, 1, pp. 163-207; Spohrer, J.C., Soloway, E., Novice mistakes, are the folk wisdoms correct (1986) Communications of the ACM, 29 (7), pp. 624-632; Winslow, L.E., Programming Pedagogy - A Psychological Overview (1996) SIGSCE Bulletin, 28 (3), pp. 17-22},
correspondence_address1={de Raadt, M.; Department of Mathematics and Computing, , Toowoomba, QLD, 4350, Australia; email: deraadt@usq.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Truong2005117,
author={Truong, N. and Roe, P. and Bancroft, P.},
title={Automated Feedback for "Fill in the Gap" Programming Exercises},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={117-126},
note={cited By 13; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873515081&partnerID=40&md5=84d3fd8c3394d702fdc0d9d496c1f770},
affiliation={Faculty of Information Technology Queensland, University of Technology, GPO Box 2434, Brisbane QLD 4001, Australia},
abstract={Timely feedback is a vital component in the learning process. It is especially important for beginner students in Information Technology since many have not yet formed an effective internal model of a computer that they can use to construct viable knowledge. Research has shown that learning efficiency is increased if immediate feedback is provided for students. Automatic analysis of student programs has the potential to provide immediate feedback for students and to assist teaching staff in the marking process. This paper describes a "fill in the gap" programming analysis framework which tests students' solutions and gives feedback on their correctness, detects logic errors and provides hints on how to fix these errors. Currently, the framework is being used with the Environment for Learning to Programming (ELP) system at Queensland University of Technology (QUT); however, the framework can be integrated into any existing online learning environment or programming Integrated Development Environment (IDE). © 2005, Australian Computer Society, Inc.},
keywords={Automated testing;  Black box;  Dynamic analysis;  Fill in the gap;  Instant feedback;  Java C#;  White box;  XML},
keywords={Automated testing;  Black boxes;  Fill in the gap;  Java C;  White box, Dynamic analysis;  Education computing;  Information technology;  Web services;  XML, Students},
references={Affleck, G., Smith, T., Identifying a need for web-based course support (1999) Proc. Conference of the Australasian Society for Computers in Learning in Tertiary Education, , Brisbane, Australia, Online; Arnow, D., Barshay, O., WebToTeach: An Interactive Focused Programming Exercise System (1999) Proc. 29th ASEE/IEEE Frontiers in Education Conference, San Juan, Puerto Rico, IEEE., 12, pp. 9-39; Ben-Ari, M., Constructivism in Computer Science Education 2001, 20, pp. 24-73; http://www.cs.nott.ac.uk/CourseMaster/cm_com/index.html, CourseMaster, School of Computer Science & IT, the University of Nottingham, UK. Accessed 29 Dec 2002; Jackson, D., Using software tools to automate the assessment of student programs (1991) Journal of Computers & Education, 17 (2), pp. 133-143; Lieberman, H., An Example Based Environment for beginning programmers (1986) Journal of Instructional Science, 14 (3), pp. 277-292; MacNish, C., Java Facilities for Automating Analysis, Feedback and Assessment of Laboratory Work (2000) Education, 10 (2), pp. 147-163; Mamas, E., Kontogiannis, K., Towards Portable Source Code Representations Using XML (2000) Proc. Seventh Working Conference on Reverse Engineering, pp. 172-182. , Brisbane, Australia, IEEE Press; Miller, G.A., The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information (1956) Psychological Review, 63, pp. 81-97; Morris, D.S., Automatically grading Java programming assignments via reflection, inheritance and regular expressions (2002) Proc. 32nd ASEE/IEEE Frontiers in Education Conference, , Boston, MA., 1: T3G-22, IEEE; Norcio, A.F., Human Memory Processes for Comprehending Computer Programs (1980) Proc. IEEE Systems, Man and Cybernetics Society, , Cambridge, Massachusetts, 974-977, IEEE; Preston, J.A., Shackelford, R., Improving online assessment: an investigation of existing marking methodologies (1999) Proc. The 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and Technology in Computer Science Education, pp. 29-32. , Cracow, Poland, ACM Press; Truong, N., Roe, P., Bancroft, P., Static Analysis of Students' Java Programs (2004) Proc. Sixth Australasian Computing Education Conference, 30, pp. 317-325. , Dunedin, New Zealand, Australian Computer Society Inc; Van Merrienboer, J.J.G., Paas, F.G.W.C., Automation and Schema Acquisition in Learning Elementary Computer Programming: Implications for the Design of Practice (1990) Journal of Computers in Human Behavior, 6 (3), pp. 273-289},
correspondence_address1={Truong, N.; Faculty of Information Technology Queensland, GPO Box 2434, Brisbane QLD 4001, Australia; email: nk.truong@student.qut.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Clark200521,
author={Clark, N.},
title={Evaluating student teams developing unique industry projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={21-30},
note={cited By 28; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873514959&partnerID=40&md5=18f27f3f2c91c64f09c519b2b72b0ad2},
affiliation={School of Computing, University of Tasmania, Private Bag 100, TAS, 7001, Australia},
abstract={Real industry projects and teamwork can have a great impact on student learning and commitment, but provision of these features also produces significant challenges for academic assessment. This paper describes an approach to evaluate teams and individuals who develop unique industry projects. The paper documents several years of experimentation with different approaches, including both failures and refinements to successful approaches. The final approach adopted allows application of the same criteria to all students even though they are working on different projects. It structures individual accountability to ensure all members of a team contribute. Assessment data is collected from multiple assessors linking them to the learning outcomes and providing the students with an understanding of personal strengths and weaknesses. © 2005, Australian Computer Society, Inc.},
keywords={Assessment teamwork;  Education;  Industry projects;  Software engineering},
keywords={Assessment teamwork;  Final approach;  Industry project;  IT structures;  Learning outcome;  Paper documents;  Student learning;  Student teams, Education;  Industry;  Software engineering, Students},
references={Biggs, J., (1999) Teaching for Quality Learning at University, , Buckingham, England, Society for Research into Higher Education and Open University; Box, I., Assessing the Assessment: an Empirical Study of an Information Systems Development Subject (2003) Proceedings of the fifth Australasian Conference on Computing Education, 20, pp. 149-158. , Adelaide, Australia; Box, I., Object-Oriented Analysis, Criterion-Referencing and Bloom (2004) Proceedings of the sixth Australasian Conference on Computing Education, 30, pp. 1-8. , Dunedin, NZ; Brown, R., Autorating: Getting Individual Marks from Team Marks and Enhancing Teamwork (1995) Proceedings of Frontiers in Education Conference; Ceddia, J., Dick, M., Automating the Estimation of Project Size from Software Design Tools Using Modified Function Points (2004) Proceedings of the sixth Australasian Conference on Computing Education, 30, pp. 33-39. , Dunedin, NZ; Clark, N., Pilot Projects for Object-Oriented Design: An Empirical Study (2000) Proceedings of the 12th Australian Software Engineering Conference, pp. 139-148. , Canberra; Clark, N., Software Engineering Projects: Working in Teams (2002) Proceedings of the sixth IASTED International Conference: Software Engineering and Applications, pp. 698-703. , Cambridge USA; Clark, N., Peer Testing in Software Engineering Projects (2004) Proceedings of the sixth Australasian Conference on Computing Education, 30, pp. 41-48. , Dunedin, NZ; Clark, N., Davies, P., Skeers, R., Self and Peer Assessment in Software Engineering Project (2005) Proceedings of the seventh Australasian Conference on Computing Education, , Newcastle, Australia; Clear, T., Young, F.H., Goldweber, M., Leidig, P.M., Scott, K., Resources for Instructors of Capstone Courses in Computing (2001) Proceedings of Annual Joint Conference Integrating Technology into Computer Science Education, 33 (4), pp. 93-113. , Canterbury UK; Clear, T., A Diagnostic Technique for Addressing Group Performance in Capstone Projects (2002) Proceedings of Annual Joint Conference Integrating Technology into Computer Science Education, p. 196. , Aarhus, Denmark; Clifton, J.M., An Industry Approach to the Software Engineering Course (1991) Proceedings of the 22nd SIGCSE Technical Symposium on Computer Science Education, 23 (1), pp. 296-299. , San Antonio, Texas; Fincher, S., Petre, M., Clark, M., (2001) Computer Science Project Work Principles and Pragmatics, , Springer-Verlag, London; Gates, A.Q., Delgado, N., Mondragon, O., A Structured Approach for Managing a Practical Software Engineering Course (2000) ASEE/IEEE Frontiers in Education Conference, 1, pp. 21-26. , October, Kansas City; Hagan, D., Employer Satisfaction with ICT graduates (2004) Proceedings of the sixth Australasian Conference on Computing Education, 30, pp. 119-124. , NZ; Hayes, J.H., Lethbridge, T.C., Port, D., Evaluating Individual Contribution Toward Group Software Engineering Projects (2003) Proceedings of International Conference on Software Engineering, pp. 622-627. , Portland, Oregon; Lister, R., Leaney, J., Introductory programming, criterion-referencing, and Bloom (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, 20, pp. 143-147. , Nevada; Mcgourty, J., Dominick, P., Reilly, R., Incorporating Student Peer Review and Feedback into the Assessment Process (1998) Proceedings of Frontiers in Education Conference, pp. 14-18. , Tempe, Arizona; Mcgourty, J., Dominick, P., Besterfieldsacre, M., Shuman, L., Wolfe, H., Improving Student Learning through the use of Multisource Assessment and Feedback (2000) ASEE/IEEE Frontiers in Education Conference, 1, pp. 21-26. , Kansas City; Newman, I., Daniels, M., Faulkner, X., Open Ended Group Projects a Tool for More Effective Teaching (2003) Proceedings of the fifth Australasian Conference on Computing Education, 20, pp. 95-103. , Adelaide, Australia; Parker, H., Holcombe, M., Campus-based Industrial Software Projects: risks and rewards (1999) Proceedings of Annual Joint Conference Integrating Technology into Computer Science Education, Cracow Poland, 31 (3), p. 189; Sanders, D., Managing and Evaluating Students in a Directed Project Course (1984) SIGCSE Bulletin, 16 (1), pp. 15-18; Simpson, M., Burmeister, J., Boykiw, A., Zhu, J., Successful Studio-based Real-World Projects in IT Education (2003) Proceedings of the fifth Australasian Conference on Computing Education, 20, pp. 41-51. , Adelaide, Australia; Wilkins, D.E., Lawhead, P.B., Evaluating Individuals in Team Projects (2000) Proceedings of the 31st SIGCSE Technical Symposium on Computer Science Education, pp. 172-175. , Austin, Texas},
correspondence_address1={Clark, N.; School of Computing, Private Bag 100, TAS, 7001, Australia; email: nclark@utas.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Wells200531,
author={Wells, M.A. and Jones, B.D.},
title={Commonsense ISD: An empirical approach to teaching systems analysis and design},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={31-37},
note={cited By 1; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873513628&partnerID=40&md5=dd7f1283af1fd3014bc61e139c7b2ac1},
affiliation={School of Management IS Group, University of Western Sydney, Locked Bag 1797, Penrith South DC, NSW, Australia; Sydney West International College, PO Box 406, Westmead NSW 2145, Australia},
abstract={In this paper, the authors reflect on their experiences teaching ISD using collaborative teamwork within student groups in consecutive subjects in autumn and spring semesters 2003. The authors took a mentoring role within the class structure. The lectures were informal and of a conversational nature wherein the different student groups openly discussed their progress and difficulties with their projects. The lecture style of conversational informal delivery coupled with collaborative teamwork enabled the students to take responsibility, individually and collectively, for the group s achievements and therefore was foundational to the students learning. It is a requirement that the students participate in team meetings and actively engage each other through discussion of current topics taught within the unit. Understanding and knowledge is transferred within the group and onwards to the class in general during the supporting classroom discussions. The various groups displayed differing levels of social skills when dealing with group and project issues that arose during the learning period. This paper discusses the unit content, instructional methods, assessment tools and the outcomes achieved in the different learning establishments and the students interaction within the groups and the class as a whole. © 2005, Australian Computer Society, Inc.},
keywords={Collaboration;  Cooperation;  Group work;  Knowledge sharing},
keywords={Assessment tool;  Class structures;  Collaboration;  Cooperation;  Empirical approach;  Group work;  Instructional methods;  Knowledge-sharing;  Lecture style;  Social skills;  Student groups;  Students learning;  Teaching systems;  Team meetings, Systems analysis, Students},
references={Arnseth, H.C., Ludvigsen, S., Wasson, B., Mørch, A., Collaboration and Problem Solving in Distributed Collaborative Learning (2001) Proceedings of the Computer Support for Collaborative Learning Conference (CSCL) 2001, , Maastricht University, Holland; Atherton, J.S., (2003) Learning and Teaching: Group Development, , http://www.dmu.ac.uk/~jamesa/teaching/group_development.htm, Accessed: 21 August 2004; Atherton, J.S., (2003) Learning and Teaching: Group Cultures, , http://www.dmu.ac.uk/~jamesa/teaching/group_cultures.htm, Accessed: 21 August 2004; Atherton, J.S., (2003) Learning and Teaching: Small Group Working, , http://www.dmu.ac.uk/~jamesa/teaching/small_group_working.htm, Accessed: 21 August 2004; Atherton, J.S., (2003) Learning and Teaching: Participation Levels, , http://www.dmu.ac.uk/~jamesa/teaching/participation_levels.htm, Accessed: 21 August 2004; Barros, M., Verdejo, M., Analysing student interaction processes in order to improve collaboration: The DEGREE approach (2000) International Journal of Artificial Intelligence in Education, 11, pp. 221-241; Dobra, S., (2004) Collaborative Learning and the Social Construction of Knowledge, , http://www.csuchico.edu/phil/sdobra_mat/collabpaper.html, Accessed: 21 August; Felder, R.M., Brent, R., Navigating the bumpy road to student-centered instruction (1996) College Teaching, 44 (2), pp. 43-4; Garrison, D.R., Anderson, T., Archer, W., Critical thinking, cognitive presence and computer conferencing in distance education (2001) American Journal of Distance Education, 15 (1), pp. 7-2; Kimber, D., Collaborative learning in management education: Issues, benefits, problems and solutions: A literature review (1996) Royal Melbourne Institute of Technology University, , http://ultibase.rmit.edu.au/Articles/june96/kimbe1.htm; Koschmann, T.D., Myers, A.C., Feltovich, P.J., Barrows, H.S., Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning (1994) Journal of Learning Sciences, 3 (3), pp. 227-264; Lee, S., Koh, S., Yen, D., Tang, H.-L., Perception gaps between IS academics and IS practitioners: an exploratory study (2002) Information & Management, 40 (1), pp. 51-61; Lehtinen, E., Hakkarinen, K., Lipponen, L., Rahikainen, M., Muukkonen, H., Computer supported collaborative learning: A review of research and development (1999) Reports on Education, 10. , J.H.G.I. GIEBERS (ed.), Department of Educational Science, University of Mijmegan, Netherlands; Panitz, T., Collaborative versus Cooperative Learning: Comparing the Two Definitions Helps Understand the Nature of Interactive Learning (1997), http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm, Accessed: 18 August 2004; Sax, C., Fisher, D., Using Qualitative Action Research to Effect Change: Implications for Professional Education (2001) Teacher Education, 28 (2), pp. 71-80. , http://www.teqjournal.org/backvols/2001/28_2/v28n206.pdf, Accessed 1 November 2004; Steinart, Y., Snell, L.S., Interactive lecturing: strategies for increasing participation in large group presentations (1999) Medical Teacher, 21 (1), pp. 37-4; Susman, G.L., Evered, R.D., An Assessment of the Scientific Merits of Action Research (1978) Administrative Science Quarterly, 23 (4), pp. 582-603; Waite, W.M., Jackson, M.H., Diwan, A., (2003), The Conversational Classroom, Proceedings of SIGCSE 03, February 19-23, 2003, Reno, Nevada, USA; Wells, M.A., Brook, P.W., (2004) Conversational KM Student Driven Learning, Proceedings of Sixth Australasian Computing Education Conference (ACE2004), 30, pp. 335-341. , Dunedin, NZ, Australian Computer Society, Inc},
correspondence_address1={Wells, M.A.; School of Management IS Group, Locked Bag 1797, Penrith South DC, NSW, Australia; email: m.wells@uws.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon20057,
author={Simon},
title={Electronic watermarks to help authenticate soft-copy exams},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={7-13},
note={cited By 2; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873510015&partnerID=40&md5=fa2d2de9840ef2424d2321dae1533d04},
affiliation={School of Design, Communication, and Information Technology, University of Newcastle, PO Box 127, Ourimbah 2258, NSW, Australia},
abstract={When conducting remote web-delivered exams in a distance learning course, we make the exams available over a period of 48 hours, allowing the students to choose when in that period they will undertake the exam. This paper describes an electronic 'watermarking' system that we have used to check whether the completed exam returned by a student is the same exam that the student downloaded, or whether it is one that was downloaded earlier by another student. Findings from the use of the system lead to some disturbing questions about the practice of distance education and education in general. © 2005, Australian Computer Society, Inc.},
keywords={Assessment;  Authentication;  Distance learning},
keywords={Assessment;  Distance learning course;  Soft-copy, Authentication;  Distance education, Students},
references={(2004), Anon1, Blind review of this paper; (2004), Anon2, Blind review of this paper; Clarke, M., Butler, C., Schmidt-Hansen, P., Somerville, M., Quality assurance for distance learning: a case study at Brunel University (2004) British Journal of Educational Technology, 35 (1), pp. 5-11; Fröhlich, R., Keeping the wolves from the doors... wolves in sheep's clothing, that is (2000) Fourth International Computer Assisted Assessment Conference, , Loughborough, UK; Lim, C.P., Hung, D., Wong, P., Chun, H., The pedagogical design of ICT integration in online learning: a case study (2004) International Journal of Instructional Media, 31 (1), pp. 37-47; Mason, R., (1989) A case study of the use of computer conferencing at the Open University, , Unpublished doctoral dissertation, Open University, England; Noble, D., (1997) Digital Diploma Mills: The Automation of Higher Education, , Essay distributed by Ontario Confederation of University Faculty Associations; Ruhe, V., Issues in the Validation of Assessment in Technology-Based Distance and Distributed Learning: What Can We Learn From Messick's Framework? (2002) International Journal of Testing, 2 (2), pp. 143-159; Sheard, J., Carbone, A., Dick, M., Determination of Factors which Impact on IT Students' Propensity to Cheat (2002) Proc. Fifth Australasian Computing Education Conference, pp. 119-126. , Adelaide, Australia, ACM Press; Thomas, P., Carswell, L., Price, P., Petre, M., A holistic approach to supporting distance learning using the Internet: transformation, not translation (1998) British Journal of Educational Technology, 29 (2), pp. 1-13; Thomas, P., Price, B., Petre, M., Carswell, L., Richards, M., Experiments with electronic examinations over the Internet (2001) Fifth International Computer Assisted Assessment (CAA) Conference, , Loughborough, UK; Thomas, P., Price, B., Paine, C., Richards, M., Remote Electronic Examinations: student experiences (2002) British Journal of Educational Technology, 33 (5), pp. 537-549; Thorpe, M., Assessment and 'third generation' distance education (1998) Distance Education, 19 (2), pp. 265-286; Zobel, J., "Uni Cheats Racket": A Case Study in Plagiarism Investigation (2004) Proc. Sixth Australasian Computing Education Conference, pp. 357-365. , Dunedin, New Zealand, ACM Press},
correspondence_address1={Simon; School of Design, Communication, and Information Technology, PO Box 127, Ourimbah 2258, NSW, Australia; email: simon@newcastle.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cutts2005181,
author={Cutts, Q.I. and Kennedy, G.E.},
title={Connecting learning environments using electronic voting systems},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={181-186},
note={cited By 19; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873503560&partnerID=40&md5=5cc729756ed3c5e67c06323417a11aa8},
affiliation={Department of Computing Science, University of Glasgow, Glasgow, Scotland, United Kingdom; Biomedical Multimedia Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia},
abstract={Many educational theories depend on learning as a process of dialogue between teacher and learner. Traditional university methods such as lectures and tutorials do not facilitate dialogue since students are unable or unwilling to speak out. The use of an electronic voting system in lectures, where all students can respond to questions set by the lecturer with the aggregated results displayed to the class, aims to alleviate barriers to dialogue in lectures and so improve learning. A recent study, by the authors, of a three-year use of a voting system in introductory programming lectures has shown that response rates by students are lower than expected. This paper outlines the educational purpose of using the system in this lecture course and postulates reasons for the low response rates. Based on these reasons, the paper presents an educational framework whereby students' votes not only enrich the lecture environment but are also used to facilitate learning in small group teaching sessions and the students' self-study environments. © 2005, Australian Computer Society, Inc.},
keywords={Cognitive processing;  Dialogue;  Feedback;  Introductory programming;  Learning environments},
keywords={Cognitive processing;  Dialogue;  Educational theory;  Electronic voting systems;  Introductory programming;  Learning environments;  Response rate;  Traditional universities;  Voting systems, Computer aided instruction;  Feedback;  Surveys;  Teaching;  Voting machines, Students},
references={Annett, D., (1969) Feedback and Human Behaviour, , New York, Penguin; Bligh, D., (1998) What's the Use of Lectures?, , Exeter, Intellect; Cutts, Q., Engaging a large first-year class (2001) Reconstructing Professionalism in University Teaching, pp. 105-128. , WALKER, M. (ed), Buckingham, UK, Open University Press; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) Proc. 7th IASTED International Conference on Computers and Advanced Technology in Education, pp. 421-426. , Hawaii, USA; Cutts, Q., Carbone, A., van Haaster, K., Using an Electronic Voting System to Promote Active Reflection on Coursework Feedback (2004) Proc. 10th Intnl. Conf. on Computers in Education 2004, , Melbourne, Australia; Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: A Classroom Communication System for Active Learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, , http://www.economics.ltsn.ac.uk/iree/i1/elliott.htm, Accessed 11 Nov 2004; Kennedy, G., Cutts, Q., The association between students' use of an electronic voting system and their learning outcomes Submitted to Journal of Computer Assisted Learning.; Kolb, D.A., (1984) Experiential Learning: Experience as the source of learning and development, , Englewood Cliffs, NJ, Prentice Hall; Laurillard, D., (2002) Rethinking university teaching: a conversational framework for the effective use of learning technology, , 2nd Ed. London, RoutledgeFarmer; Mazur, E., (1997) Peer instruction: a user's manual, , Upper Saddle River, NJ, Prentice-Hall; Stewart, S., Brown, M., Draper, S., Using an electronic voting system in logic lectures: one practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Wit, E., Who wants to be... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 5-11},
correspondence_address1={Cutts, Q.I.; Department of Computing Science, , Glasgow, Scotland, United Kingdom; email: quintin@dcs.gla.ac.uk},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Tutty2005172,
author={Tutty, J. and White, B. and Pascoe, R.},
title={Experiences from a wireless-enabled tablet classroom},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={172},
note={cited By 3; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873503343&partnerID=40&md5=a920b54c0b374b5ac73ea880f6f09250},
affiliation={School of Information Technology, Charles Darwin University, Darwin 0909, NT, Australia},
abstract={Traditional lecture/tutorial/laboratory format employed in many university courses, despite the best intentions of teaching staff, can place students as passive receivers of knowledge rather than active participants in the learning process. Wireless enabled tablet classrooms offer the opportunity to challenge the boundaries of traditional place-based instruction so that educational considerations rather than the physical infrastructure drive the teaching and learning process (Bleed, 2001). This paper reports the outcomes of restructuring the delivery of several courses taught by two IT lecturers using mobile tablet technology to create constructivist type learning environments. Not withstanding challenging technical problems in the first deployment, both students and staff were generally positive about the approach and willing to participate in future tablet classes. © 2005, Australian Computer Society, Inc.},
keywords={Learning process;  Passive receivers;  Teaching and learning;  Teaching staff;  Type learning;  University course, Learning systems;  Students, Teaching},
references={Berge, E., Learner-centredness: Some additional point (1989) Journal of Distance Education, , http://cade.athbascau.ca/vol4.1/10a_dialogueburge.html, Accessed 10 Nov 2003; Bleed, R., A Hybrid Campus for the New Milennium (2001) Educause Review, , Jan- Feb; de Verneil, M., Berge, Z., Going Online: Guidelines for Faculty in Higher Education (2000) Educational Technology Review, 13, pp. 13-18. , (Spring/Summer); (2001) Teaching ICT. The ICT-Ed Project: The report on learning outcomes and curriculum development in major university disciplines in Information and Communication Technology., , Department of Education Training and Youth Affairs (DETYA). Higher Education Division DETYA Australia; Elliot, A., Transforming pedagogies using collaborative tools (2004) Paper presented at ED-MEDIA 2004 World Conference on Educational Multimedia, Hypermedia & Telecommunications, , June 21-26, Lugano, Switzerland; Elliot, A., Findlay, J., Fitzgerald, R., Forster, A., Transforming pedagogies using collaborative tools (2004) Workshop at ED-MEDIA 2004 World Conference on Educational Multimedia, Hypermedia & Telecommunications, , June 21-26, Lugano, Switzerland; Jonassen, D., Objectivism versus Constructivism: Do we Need a New Philosophical Paradigm? (1991) Journal of Educational Research, 39 (3), pp. 5-14; Jonassen, D., (1996) Computers in the Classroom: Mindtools for Critical Thinking, , Sydney, Prentice Hall; Laurillard, D., (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, , London, Routledge; McInerney, D., McInerney, V., (1998) Educational Psychology: Constructing Learning, , (2nd ed.). Sydney, Prentice Hall; Pascoe, R., Tutty, J., White, B., (2003) Application for Hewlett Packard Applied Mobile Technology Solutions in Learning Environments: Grant Initiative, p. 15. , Darwin. NT University; Reeves, T., (1998) The Impact of Media and Technology in Schools: A Research Report for the Bertelsmann Foundation, , http://www.athensacademy.org/instruct/media_tech/reeves0.html, Accessed 22 Aug 2004; Reeves, T., (1999) A Research Agenda for Interactive Learning in the New Millennium, , http://it.coe.uga.edu/~treeves/EM99Key.html, Accessed 17 Aug 2000; Rice, M., Wilson, E., (1999) How Technology Aids Constructivism in the Social Studies Classroom, , http://global.umi.com/pdqweb, Accessed Sep 12 1999; Savery, J.R., Duffy, T.M., Problem Based Learning: An Instructional Model and its Constructivist Framework (1995) Educational Technology, 35 (5), pp. 31-38; Sherron, G.T., Boettcher, J.V., (1997) Distance Learning: The Shift to Interactivity, , http://www.educause.edu/content.asp?page_id=666&Redirect=True&id=pub3017&bhcp=1, Paper #17, CAUSE Professional Paper Series, EDUCAUSE, Accessed 12 Nov 2004; Spiro, R., Feltovich, P., Jacobson, M., Coulson, R., Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains (1991) Educational Technology, 32 (5), pp. 22-25. , http://www.ilt.columbia.edu/ilt/papers/Spiro.html, Accessed Nov 3 1999; Tam, M., Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning (2000) Educational Technology and Society, 3 (2). , http://ifets.massey.ac.nz/periodical/vol_2_2000/tam.html, Accessed Sep 22 2000},
correspondence_address1={Tutty, J.; School of Information Technology, , Darwin 0909, NT, Australia; email: jodi.tutty@cdu.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hogan2005203,
author={Hogan, J.M. and Thomas, R.},
title={Developing the software engineering team},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={203-210},
note={cited By 23; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873497714&partnerID=40&md5=fa53c7da77ec1f9b864ac75929081231},
affiliation={Centre for Information Technology Innovation, Queensland University of Technology, GPO Box 2434, Brisbane, QLD 4001, Australia},
abstract={Teamwork is often considered one of the most important "generic skills" that we can provide to graduates entering the information technology profession. Often though, through the rush of covering important content, we short change our students by giving them limited opportunities to learn how to work effectively in teams. Students also often complain that although they are expected to work in teams on projects, they are never given any advice or guidance on how to work in a team (Hart and Stone, 2002). Or, if they are given guidance, it is often from a business perspective that students find difficult to integrate into their software development practice. In this paper we discuss a course-spanning initiative to help students learn teamwork skills. This initiative starts in first year by emphasising a core set of skills directly related to working in teams. These skills are applied in small software development teams, with close tutor supervision focusing students on teamwork rather than upon individual software development. The theme then continues into second and third year where the growing sophistication of the students' teamwork skills is complemented by increasing their independence and requiring students to apply a professional software engineering process as a development team. By the end of their course students are then in a position to work together effectively solving complex problems for a real industry client. © 2005, Australian Computer Society, Inc.},
keywords={Problem based learning;  Software engineering;  Teamwork},
keywords={Business perspective;  Complex problems;  Core set;  Development teams;  First year;  Problem based learning;  Professional software;  Software development practices;  Software development teams;  Teamwork;  Teamwork skills, Information technology;  Software design;  Software engineering;  Teaching, Students},
references={Adams, M., Clarke, S., Thomas, R., Developing Graduate Capabilities Through PBL (2001) Proceedings of the Third Asia-Pacific Conference on Problem Based Learning, , PROBLARC, 2001; (2001) Manifesto for Agile Software Development, , http://www.agilemanifesto.org/, The Agile Alliance Accessed 26 August 2004; Bagert, D., Hilburn, T., Hislop, G., Lutz, M., McCracken, M., Mengel, S., Guidelines for software engineering education version 1.0 (1999) Technical Report CMU/SEI-99-TR-032; Bentley, J., Teaching Introduction to Business Systems Development: A Problem Based Learning Approach (Working Paper) (2000), Melbourne: Victoria University of Technology; Boud, D., Feletti, G., (1998) The Challenge of Problem-Based Learning, , London, Kogan Page; Bowden, J., Marton, F., (1999) The University of Learning, , London, Kogan Page; Chang, C., (2001) Computing Curricula - Computer Science Volume, , http://www.computer.org/education/cc2001/final/index.htm, Accessed 26 August 2004; Greening, T., Scaffolding for Success in PBL (1998) Medical Education Online, 3 (4). , http://www.med-edonline.org/f0000012.htm, Accessed 26 August 2004; Hart, G., Stone, T., Conversations with students: The outcomes of focus groups with QUT students (2002) Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA); Hogan, J., Smith, G., Thomas, R., The Real World Software Process (2002) Proceedings of the Sixth Asia-Pacific Software Engineering Conference (APSEC 2002), pp. 366-375; Hogan, J., Thomas, R., Clarke, S., Smith, G., Adams, M., Ho-Stuart, C., The Real World Software Project: Improving the professional education of software developers through Problem Based Learning, selfguiding Software Engineering Processes and Software Quality Tools (2003) Technical Report, Faculty of Information Technology, , QUT; Humphrey, W., (1994) A Discipline for Software Engineering, , Boston, Addison Wesley; Leblanc, R., Sobel, A., (2004) Computing Curricula - Software Engineering Volume, , http://sites.computer.org/ccse/, Accessed 16 July 2004; Lovie Kitchin, J., Problem-Based Learning in Optometry (1998) The Challenge of Problem-Based Learning, pp. 203-210. , Boud and Felletti (eds). London, Kogan Page; Mcconnell, S., (1996) A Case Study of Classic Mistakes, , http://www.stevemcconnell.com/rdmistak.htm, Accessed 12 September 2003; Peterson, M., Skills to Enhance Problem Based Learning (1997) Medical Education Online, 2 (3). , http://www.med-ed-online.org/f0000009.htm, Accessed 26 August 2004; Rideout, E., Carpio, B., The PBL Model of Nursing Education (2001) Transforming Nursing Education Through Problem-Based Learning, pp. 21-49. , Rideout, E. (ed.) Sudbury, Jones and Bartlett Publishers; Schmidt, H., Problem-Based Learning: Rationale and Description (1983) Medical Education, 17, pp. 11-16; Shaw, M., Tomayko, J., Models for Undergraduate Project Courses in Software Engineering (1991) CMU/SEI-91-TR-10 Technical Report. SEI; Sommerville, I., (2001) Software Engineering, , 6th edition. Boston, Addison Wesley; Thomas, R., Group Dynamics and Software Engineering (1999) Addendum to the Proceedings of OOPSLA'99, , ACM Press; Wells, D., (2003) Extreme Programming: A Gentle Introduction, , http://www.extremeprogramming.org/, Accessed 26 August 2004; Zimitat, C., Alexander, H., (1999) The 4 Step Assessment Task (4SAT), 4, pp. 692-697. , Integrity, Innovation and Integration},
correspondence_address1={Hogan, J.M.; Centre for Information Technology Innovation, GPO Box 2434, Brisbane, QLD 4001, Australia; email: j.hogan@qut.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Clarke2005101,
author={Clarke, S. and Thomas, R. and Adams, M.},
title={Developing Case Studies to Enhance Student Learning},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={101-108},
note={cited By 7; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873491821&partnerID=40&md5=644035874639db847c113299a70606d9},
affiliation={Faculty Education Unit, Faculty of Medical and Health Sciences, The University of Auckland, Private Bag 92019, Auckland, New Zealand; Faculty of Information Technology, Queensland University of Technology, GPO Box 2434, Brisbane, QLD, 4001, Australia},
abstract={In this paper we describe the cases developed in response to the multifaceted challenges we faced in educating IT professionals in intermediate-level programming. The challenges included: the practical nature of the subject, the level of skill attained, preparing students for the workplace and class size. We implemented Problem- Based Learning (PBL) as the teaching and learning method to meet these challenges by helping first-year university students learn programming while simultaneously developing graduate capabilities. This necessitated redevelopment of the curriculum and the way it was taught. We combined software engineering and information systems approaches in real-world scenarios. The cases were designed to help students come to terms with the human side of information technology through the context and method of teaching and learning as they worked through the cases. © 2005, Australian Computer Society, Inc.},
keywords={Case-study;  Intermediate-level java programming;  Problem-based learning;  Swing;  System design;  Unit testing},
keywords={Case-study;  Java programming;  Problem based learning;  Swing;  Unit testing, Computer programming;  Curricula;  Information technology;  Software engineering;  Systems analysis;  Teaching, Students},
references={Adams, M., Clarke, S., Thomas, R., Developing Graduate Capabilities through PBL (2001) Proceedings of the 3rd Asia Pacific Conference on Problem Based Learning, , Rockhampton, Qld, Australia; Barrows, H.S., The Tutorial Process (1989) Revised edition, , Springfield, Southern Illinois University School of Medicine; Bentley, J., Lowry, G., Sandy, G., Problem Based Learning in Information Systems Education: Preparing Students for Professional Practice in a Project Environment (1999) Presented at the SAICSIT'99, , Hartebeespoort, South Africa; Bloom, B.S., (1964) Taxonomy of educational objectives: the classification of educational goals, , New York, Longman; Bowden, J., Marton, F., (1999), The University of Learning. London, Kogan Page; Clark, D.C., (2001) Lost in the Mêlée, pp. 34-39. , Problem- Based Learning: Case studies, experience and practice. SCHWARTZ, P., MENIN, S. and WEBB, G. (eds). London, Kogan Page; Clarke, S., Thomas, R., Adams, M., Model of Thinking in the PBL Process: Comparison of Medicine and Information Technology (2001) Proceedings of the 3rd Asia Pacific Conference on Problem Based Learning, , Rockhampton, Qld, Australia; (2002), http://www.dest.gov.au/tenfields/science/under.html#CO, DEST: Department of Education Science and Technology. Australian Federal Government website. MPUTER SCIENCE. Accessed 11 February 2003; Hart, G., Stone, T., Conversations with students: The outcomes of focus groups with QUT students (2002), Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA); Hattie, J., (1999) Influences on Student Learning; Inaugural Lecture: Professor of Education, , http://www.arts.auckland.ac.nz/staff/index.cfm?P=5049, University of Auckland. Source: Accessed 1 Nov, 2004; Hattie, J., Research in Health Professional Education: The nature of research (2004) One-day workshop: Research Methods in Health Professional Education, , 8th September, 2004, Faculty of Medical and Health Sciences, University of Auckland; McInnis, C., Hartley, R., Managing Study and Work (2002), http://www.dest.gov.au/highered/eippubs.htm02_06, Accessed 11 February 2003; Neilsen, A.C., (2000) Employer Satisfaction with Graduate Skills: Research Report, , http://www.dest.gov.au/archive/highered/eippubs/eip99-7/eip99_7pdf.pdf, Canberra: DETYA, Higher Education Division. Accessed 11 February 2003; Newble, D.I., Clarke, R.M., The approaches to learning of students in a traditional and in an innovative problem-based learning medical school (1986) Medical Education, 20, pp. 267-273; Ramsden, P., (1992) Learning to Teach in Higher Education, , London, Routledge; Searle, N., Clarke, S., (2000) Steps in writing a good problem, , Unpublished document based on websites from the University of Adelaide, the University of Newcastle and the University of Delaware; Turner, R., Lowry, G., (1999) The Compleat Business Information Systems Graduate: What Students Think Employers Want and What Employers Say They Want in New Graduates, , Presented at the Pan-Pacific Business Association Conference XVI, Fiji; Zimitat, C., Alexander, H., The 4 Step Assessment Task (4SAT) (1999) Integrity, Innovation & Integration, 4, pp. 692-697},
correspondence_address1={Clarke, S.; Faculty Education Unit, Private Bag 92019, Auckland, New Zealand; email: s.clarke@auckland.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Gardner2005211,
author={Gardner, H. and Johnson, C. and Leach, G. and Vuylsteker, P.},
title={eScience curricula at two Australian universities},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={211-216},
note={cited By 1; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873489961&partnerID=40&md5=4638e809ecc38a9c2585d62d22b44407},
affiliation={Department of Computer Science, FEIT Australian National University, Canberra ACT 0200, Australia; Department of Computer Science, RMIT University, GPO Box 2476V, Melbourne, VIC 3001, Australia},
abstract={Two Australian computer science departments have worked together to introduce the world's first degrees in "eScience". In both universities, the eScience programs have had a positive, lasting impact on the computer science curricula. In the case of the Australian National University, the eScience programs have become self-funding and have helped to position the university well for future strategic initiatives in eScience and "e-Research". At RMIT although the eScience program itself did not prove to be viable enough to continue in its own right, courses introduced as part of the eScience graduate diploma program have seen strong enrolments and continue to be offered to students undertaking other programs. © 2005, Australian Computer Society, Inc.},
keywords={Coursework;  e-Research;  e-Science;  eScience;  Graduate},
keywords={Australian National University;  Computer science curricula;  Coursework;  E-research;  e-Science;  Graduate;  Strategic initiative, Computer science;  Students, Curricula},
references={ANU eScience website http://eScience.anu.edu.au, Australian National University. Last accessed 8 June 2004; A Pilot in e-Research support http://http://www.arc.gov.au/publications/arcpublications.htm#2004, Australian Research Council. Last accessed 8 June 2004; RCUK e-Science web site (2004), http://http://www.rcuk.ac.uk/escience/, Research Councils of the UK. Last accessed 8 June 2004; RMIT eScience website (2004), http://www.cs.rmit.edu.au/courses/postgraduate/escience/, RMIT University. Last accessed 8 June 2004},
correspondence_address1={Gardner, H.; Department of Computer Science, , Canberra ACT 0200, Australia; email: henry.gardner@anu.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Shaw2005135,
author={Shaw, K. and Dermoudy, J.},
title={Engendering an Empathy for Software Engineering},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={135-144},
note={cited By 42; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952719737&partnerID=40&md5=d7daafd7e74a8dfe422b75ea339f1300},
affiliation={School of Computing, University of Tasmania, Private Bag 100, Hobart, TAS 7001, Australia},
abstract={Students have little empathy for the fundamentals of Software Engineering practice when it is first introduced. The current method of teaching this topic involves the presentation of curriculum material through lectures. Whilst being an effective method of teaching this information, it does not provide students with enough opportunity to develop an interest in, and an understanding of, the subject. To engage students in this area and to provide them with a deeper understanding of the issues involved in software development, an interactive, web-based, graphical simulation game of the software development process was created. This simulator allows students to take the role of the project manager developing a hypothetical software product in an environment that is both graphical and entertaining. © 2005, Australian Computer Society, Inc.},
keywords={Experiential learning;  Simulation;  Software engineering education},
keywords={Experiential learning;  Graphical simulation;  Project managers;  Simulation;  Software development process;  Software engineering practices;  Software products, Computer software;  Curricula;  Managers;  Software engineering, Students},
references={Abdel-Hamid, T., Madnick, S., Lessons learned from modeling the dynamics of software development (1989) Communications of the ACM, 32 (12), pp. 1426-1438. , ACM Press; Andrianoff, S., Levine, D., Role Playing in an Object-Oriented World (2002) Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education, pp. 121-125. , Kentucky, USA. ACM Press; Barrett, M.L., Simulating Requirements Gathering (1997) Proceedings of the 28th SIGSCE Technical Symposium on Computer Science Education, pp. 310-314. , San Jose, California, USA; Bernstein, L., Klappholz, D., Getting Software Engineering Into Our Guts (2001) CrossTalk: The Journal of Defense Software Engineering, pp. 25-26. , July 2001; Bernstein, L., Klappholz, D., (2003), Personal communication, 8th April; Biggs, J., (1999), Teaching for Quality Learning at University. Buckingham, Open University Press; Biggs, J., Moore, P., The Process of Learning (1993), New Jersey, Prentice Hall; Boehm, B., A Spiral Model of Software Development and Enhancement (1988) Computer, 11 (4), pp. 61-72; Boud, D., Keogh, R., Walker, D., (1985) Reflection: Turning Experience Into Learning, , London, Kogan Page; Briggs, J., Do Students Want to Engineer Software? (1994), Software Engineering in Higher Education. In King, G., Brebbia, C., Ross, M., and Staples, G. (Eds.). Southampton, Computational Mechanics Publications; Carswell, L., Benyon, D., An Adventure Game Approach to Multimedia Distance Education (1996) Proceedings of the 1st Conference on Integrating Technology into Computer Science Education, pp. 122-124. , Barcelona, Spain, ACM Press; Cope, C., Horan, P., The Role Played Case: An Experiential Approach to Teaching Introductory Information Systems Development (1996) Journal of Information Systems Education On-line, 8 (2), pp. 33-39; Dawson, R., Twenty Dirty Tricks to Train Software Engineers (2000) Proceedings of the 22nd International Conference on Software Engineering, pp. 209-208. , Limerick, Ireland, ACM Press; Drappa, A., Ludewig, J., Simulation in Software Engineering Education (2000) Proceedings of the 22nd International Conference on Software Engineering, pp. 199-208. , Limerick, Ireland, ACM Press; Goldwasser, M., A Gimmick to Integrate Software Testing Throughout the Curriculum (2002) Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education, pp. 271-275. , Kentucky, USA, ACM Press; Howell, F., McNab, R., A Discrete Event Simulation Package for Java with Applications in Computer Systems Modelling (1998) Proceedings of the First International Conference on Web-based Modelling and Simulation, , San Diego, USA; Humphrey, W., (1995) A Discipline for Software Engineering, , Massachusetts, Addison-Wesley; Ju, E., Wagner, C., Adventure Games: Their Structure, Principles, and Applicability for Training (1997) The Database for Advances in Information Systems, 28 (2), pp. 78-92; Kolb, D., (1984) Experiential Learning, , New Jersey, Prentice-Hall Inc; Kolesnik, W., (1978) Motivation, , Boston, Allyn and Bacon; Malone, T., What makes things fun to learn? Heuristics for Designing Instructional Computer Games (1980) Proceedings of the 3rd ACM SIGSMALL Symposium and the First SIGPC Symposium on Small Systems, Palo Alto, pp. 162-169. , California, USA, ACM Press; Mandl-Striegnitz, P., How to Successfully Use Software Project Simulation for Educating Software Project Managers (2001) Proceedings of the 31st Frontiers in Education Conference, , Nevada, USA; Mandl-Striegnitz, P., Drappa, A., Lichter, H., Simulating Software Projects - An Approach for Teaching Project Management (1998) Proceedings of the INSPIRE III: Process Improvement Through Training and Education, pp. 87-98. , London, UK; McCauley, R., Jackson, U., Teaching Software Engineering Early - Experiences and Results (1998) Proceedings of the Frontiers in Education Conference, pp. 800-804. , Arizona, USA, IEEE Computer Society; Merrill, D., Collofello, J., Improving Software Project Management Skills Using a Software Project Simulator (1997) Proceedings of the 1997 Frontiers in Education Conferece, pp. 1361-1366. , Pittsburgh, USA; Morell, L., Middleton, D., The Software Engineering Learning Facility (2001) The Journal of Computing in Small Colleges, 16 (3), pp. 299-307; Oh, E., Teaching Software Engineering Through Simulation (2002) Proceedings of the International Conference on Software Engineering, , Orlando, Florida, USA; Oh, E., Van der Hoek, A., Adapting Game Technology to Support Individual and Organisational Learning (2001) Proceedings of the 13th International Conference on Software Engineering and Knowledge Engineering, , Buenos Aires, Argentina; Oh, E., Van der Hoek, A., Challenges in Using an Economic Cost Model for Software Engineering Simulation (2001) Proceedings of the 3rd International Workshop on Economics-Driven Software Engineering Research, , Toronto, Canada; Pfleeger, S., (1998) Software Engineering: Theory and Practice, , London, Prentice-Hall International; Polack-Wahl, J., Incorporating the Client's Role in a Software Engineering Course (1999) Proceedings of the 30th SIGSCE Technical Symposium on Computer Science Education, pp. 73-77. , Los Angeles, USA, ACM Press; Robergé, J., Suriano, C., Using Laboratories to Teach Software Engineering Principles in the Introductory Computer Science Curriculum (1994) Proceedings of the 25th SIGSCE Symposium on Computer Science Education, pp. 106-110. , Arizona, ACM Press; Rus, I., Collofello, J., Software Process Simulation for Reliability Strategy Assessment (1999) Journal of Systems and Software, 46 (2), pp. 173-182; Schriber, T., Brunner, D., Inside Discrete- Event Simulation Software: How It Works and Why It Matters (1998) Proceedings of the 1998 Winter Simulation Conference, pp. 77-86. , Washington DC, USA; Seila, A., An Introduction to Simulation (1995) Proceedings of the 1995 Winter Simulation Conference, pp. 7-15. , December 3-6, 1995, Arlington, VA, USA, ACM; Sharp, H., Hall, P., An Interactive Multimedia Software House Simulation for Postgraduate Software Engineers (2000) Proceedings of the 22nd International Conference on Software Engineering, pp. 688-691. , Limerick, Ireland, ACM Press; Shaw, K., (2003) Experiential Learning of the Software Development Process through a Web-Based Simulation Game, , Honours Thesis. School of Computing, University of Tasmania, Australia; Simsarian, Take it to the Next Stage: The Roles of Role Playing in the Design Process (2003) Proceedings of the Conference on Human Factors and Computing Systems, pp. 1012-1013. , Florida, USA, ACM Press; Wickenberg, T., Davidsson, P., On Multi Agent Based Simulation of Software Development Processes (2002) Proceedings of the 2nd Conference on Multi- Agent Based Simulation, pp. 171-180. , Bologna, Italy},
correspondence_address1={Dermoudy, J.; School of Computing, Private Bag 100, Hobart, TAS 7001, Australia; email: Julian.Dermoudy@utas.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon2000215,
author={Simon and Summons, P.},
title={Automated testing of databases and spreadsheets - The long and the short of it},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={215-219},
doi={10.1145/359369.359401},
note={cited By 0; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028932066&doi=10.1145%2f359369.359401&partnerID=40&md5=46679f86d67a4cb55d52ede431cf5390},
affiliation={School of Business Central Coast Campus, University of Newcastle, Australia; School of Management, University of Newcastle, Australia},
abstract={Our introductory Information Systems subjects include the teaching and assessment of skills in word processing, spreadsheets, and databases. Having made pleasing progress with the automated generation and marking of the spreadsheet tests, we found that our move to automate the database testing highlighted some important distinctions between the two. In essence, spreadsheet testing is comparable to short-answer tests and database to long-answer tests, which require a markedly different approach. © 2000 ACM.},
keywords={Spreadsheets;  Word processing, Automated generation;  Automated testing;  Database testing;  Short-answer test;  Teaching and assessments, Database systems},
references={Summons, P.F., Coldwell, I., Henskens, F., Bruff, C., Automating Assessment and Marking of Spreadsheet Concepts (1997) ACSE '97: The 2nd Australasian Computer Science Education Conference, pp. 178-184. , Melbourne, July; Summons, P.F., Simon, B.C., Coldwell, J., Automated Assessment Reflections on the Past and the Promise of the Future (1998) Proceedings of the 3rd Annual NSW Symposium on Information Technology and Information Systems SI77S '98, , University of NSW, Sydney, February; Summons, P.F., Bruff, C., Simon, Coldwell, J., (1998) Automated Assessment and Management Project Computers and Advanced Technology in Education -CATE '98, , Cancum, Mexico, May; Summons, P.F., Simon, Authentication Strategies for Online Assessments (1998) ACSE '98: The 3rd Australasian Computer Science Education Conference, pp. 101-105. , Brisbane, July; Summons, P.F., Coldwell, J., Bruff, C., National Teaching Development Grant - Individual Automated Assessment and Marking Management Package (1998) Committee for University Teaching and Staff Development, , http://services.canbena.edu.au/CUTSD/announce/1998Indv.html#NNewcastle, 1997},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Suffern2000228,
author={Suffern, K.G.},
title={Effective instructional animation in 3D computer graphics education},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={228-234},
doi={10.1145/359369.359403},
note={cited By 1; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028926853&doi=10.1145%2f359369.359403&partnerID=40&md5=1b67b0421d6b368e16028098040a8395},
affiliation={Faculty of Information Technology, University of Technology, Sydney, PO Box 123, Broadway, NSW  2001, Australia},
abstract={A number of instructional animations are discussed for teaching 3D computer graphics. They are effective in then-assigned tasks because they focus on concepts and processes mat are difficult or impossible to see without animation. They also use a minimalist approach making the animations as simple as possible, focussed on what is relevant, and interactive. One animation is a program that allows students to explore viewing systems, two are concerned with ray tracing transparent objects, and one visualises the formation of marble. © 2000 ACM.},
keywords={Animation;  Ray tracing;  Three dimensional computer graphics, 3D computer graphics;  Instructional animations;  Transparent objects;  Viewing systems, Computer graphics},
references={Foley, J.D., Van Dam, A., Feiner, S.K., Hughes, J.F., (1997) Computer Graphics Principles and Practice, , Second Edition in C, Addison-Wesley, New York, NY; Hecht, E., (1997) Optics, , Third Edition Addison-Wesley, New York, NY; Legalds, J., Graphics.lcs.mitedu/~legakis/gaIlery.htm; Lowe, R., Successful instructional animation: More than meets the eye (2000) Proceedings AUC Academic and Developers Conference 2000, p. 46; Peachey, D.R., Solid Texturing of Complex Surfaces (1985) Computer Graphics, 19 (3), pp. 279-286. , Proceedings of SIGGRAPH '85; Perlin, K., An Image Synthesizer (1985) Computer Graphics, 19 (3), pp. 287-296. , Proceedings of SIGGRAPH '85; Schnotz, W., Bockheler, J., Grzondziel, H., Individual and co-operative learning with interactive animated pictures (1999) European Journal of Psychology of Education, 14, pp. 245-265; Schnotz, W., Grzondziel, H., Effects of visualisation on the structure and applications of mental models (1996) The XXVI International Congress of Psychology, , Paper presented at, Montreal, Canada; Suffem, K.G., Teaching Computer Animation with a Nine Parameter Viewing System (1997) Proceedings of Edugraphics' 97, pp. 57-66; Sweller, J., Chandler, P., Why some material is difficult to learn (1994) Cognition and Instruction, 12, pp. 185-233; Upstill, S., (1990) The RenderMan Companion, , Addison-Wesley, New York, NY; Watt, A., (2000) 3D Computer Graphics, , Third Edition, Addison-Wesley, New York, NY; Whitted, J.T., An improved illumination model for shaded display (1980) Comm. ACM, 23 (6), pp. 342-349; POV-Ray Is A Copyrighted Shareware Ray Tracer, , www.povray.com; QuickTime Is A Trademark of Apple Computer Incorporated, , www.apple.com; Side Effects Software, , www.sidefx.com, Toronto, Canada},
correspondence_address1={Suffern, K.G.; Faculty of Information Technology, PO Box 123, Australia; email: kevin@ltuts.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Exton2000109,
author={Exton, C. and Kölling, M.},
title={Concurrency, objects and visualisation},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={109-115},
doi={10.1145/359369.359384},
note={cited By 8; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85002532861&doi=10.1145%2f359369.359384&partnerID=40&md5=cb372f97bdccc0b5d6992d234e64f8f8},
affiliation={School of Network Computing, Monash University, Australia},
abstract={Object-oriented programming and concurrency are increasingly popular in computing education. Both are difficult topics in themselves, and the combination of both introduces subtle interactions mat are not easily understood. We propose the development of a visualisation tool to illustrate both object-orientation as well as concurrency issues.Designing such a tool is a challenging task. It has been shown that visualisation tools are not always as effective as their authors had hoped, and the issues to be illustrated by our potential tools are not yet well defined In this paper, we investigate both the visualisation aspect and the functionality that such a tool may have and we develop some guidelines for the design of a concurrent object visualisation tool. © 2000 ACM.},
keywords={Visualization, Computing education;  Concurrent objects;  Object orientation;  Potential tool;  Subtle interaction, Object oriented programming},
references={Architecture Web Document at, , http://java.sun.com/products/jpda/, Sun Microsystems, Inc; Bedy, M., Can, S., Huang, X., Shene, C.K., (2000) A Visualization System for Multithreaded Programming, in SIGCSE 2000 Proceedings, , ACM, Austin, Texas, 1-5, March; Ben-Ari, M., (1997) Distributed Algorithms in Java, in 2nd SIGCSE/SIGCUE Conference on Integrating Technology into Computer Science Education, pp. 62-64. , Uppsala, Sweden; Bloom, B.S.E., (1959) Taxonomy of Educational Objectives : The Classification of Educational Goals, Handbook I: Cognitive Domain, , David McKay Company, New York; Brown, M.H., Exploring algorithms using Balsa II (1988) Computer, 21 (5), pp. 14-36. , May; Byrne, M.D., Catrambone, R., Stasko, J.T., (1996) Do Algorithm Animations Aid Learning? Georgia Institute of Technology Technical Report GIT-GVU-96-18, , August; Choi, S.E., Lewis, E.C., A Study of Common Pitfalls in Simple Multi-Threaded Programs (2000) SIGCSE 2000 Proceedings, pp. 325-329. , ACM, Austin, Texas, March; Dijkstra, E.W., GO to statement considered harmful (1968) Communications of the ACM, 11 (3), pp. 147-148. , March; Feldman, M.B., Bachus, B.D., Concurrent Programming CAN be introduced into the Lower-Level Undergraduate Curriculum (1997) SIGCSE Bulletin, 29 (3). , September; Haajanen, J., Animation of user algorithms on the Web (1997) IEEE Symposium on Visual Languages, pp. 360-367. , IEEE; Jarc, D.J., Feldman, M.B., Heller, R.S., Assessing the Benefits of Interactive Prediction Using Web-based Algorithm Animation Courseware (2000) SIGCSE 2000 Proceedings, pp. 377-381. , ACM, Austin, Texas, March; Lee, D., (1999) Concurrent Programming in Java: Design Principles and Patterns, , 2nd Edition, Addison-Wesley; Matsuoka, S., Yonezawa, A., (1993) Analysis of Inheritance Anomaly, in Object-Oriented Concurrent Programming Languages in Research Directions in Object-Based Concurrency, , MTT Press; Naps, T.L., Eagan, J.R., Norton, L.L., JHAVE -An Environment to Actively Engage Students in Web-based Algorithm Visualizations (2000) SIGCSE 2000 Proceedings, pp. 109-113. , ACM, Austin, Texas, March; Robiling, G., Freisleben, B., Experiences in Using Animations in Introductory Computer Science Lectures (2000) SIGCSE 2000 Proceedings, pp. 134-138. , ACM, Austin, Texas, March; Stasko, J., Badre, A., Lewis, C., Do Algorithm Animations Assist Learning? An Empirical Study and Analysis (1993) Proceedings of the INTERCHI∗93 Conference on Human Factors in Computer Systems, pp. 61-66. , Amsterdam, April; Stasko, J.T., Animating algorithms with XTANGO (1992) SIGACT News, 23 (2), pp. 67-71. , Spring},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cope200048,
author={Cope, C.},
title={Educationally critical aspects of a deep understanding of the concept of an information system},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={48-55},
doi={10.1145/359369.359376},
note={cited By 5; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902375019&doi=10.1145%2f359369.359376&partnerID=40&md5=0930da0ea4e198ef8a3abad4d791c306},
affiliation={La Trobe University, Bendigo, 3550, Australia},
abstract={This study identified and compared a deep understanding of the concept of an information system (IS) with the various levels of understanding of a group of undergraduate IS students. The aim was to identify aspects of the concept of an IS that were educationally critical to the development of a deep understanding. The study was significant in that the educationally critical aspects of the concept of an IS have not been researched previously. Yet, without addressing these aspects in teaching and learning the development of a deep understanding is unlikely. The nature of a deep understanding of the concept of an IS was established from the literature. For effective practice, an IS should be conceptualised as a social system supported by embedded information technology. A group of undergraduate students were interviewed and completed questionnaires about their understanding of the concept of an IS before, during and after a year of study. The student data was analysed using phenomenographic research techniques. Six qualitatively different levels of understanding of the concept of an IS were described. The students' levels of understanding were found to differ from the desired understanding with respect to a number of educationally critical aspects. These differences involved both social and technical aspects of an IS and the relationship between the social and technical aspects. The identification of the educationally critical aspects of the concept of an IS was significant in that learning tasks can now be designed which enhance students' likelihood of developing an appropriate understanding. © 2000 ACM.},
keywords={Education;  Information systems;  Surveys, Effective practices;  Learning tasks;  Social systems;  Teaching and learning;  Technical aspects;  Undergraduate students, Students},
references={Alter, S., (1999) A general, yet useful theory of information systems, Communications of the Association for Information Systems, 1. , http://cais.isworld.org/contents.asp, On-line journal]; Beynon-Davies, P., (1998) Information Systems Development, , (3rd ed.). London: MacMillan Press; Booth, S.J., (1992) Learning to Program: A Phenomenographic Perspective. (Göteborg Studies in Educational Sciences, 89), , Göteborg: Acta Universitatis Gothoburgensis; Booth, S.J., On phenomenography, learning and teaching (1994) Proceedings of Phenomenography: Philosophy and Practice, pp. 3-6. , In R. Ballantyne & C. Bruce (Eds.), Brisbane, Queensland: QUT Publications and Printing; Booth, S.J., On phenomenography, learning and teaching (1997) Higher Education Research and Development, 16 (2), pp. 135-157; Checkland, P., Holwell, S., Information systems: Hie big idea (1995) Systemists, 17 (1), pp. 7-13; Checkland, P., Holwell, S., (1998) Information, Systems and Information Systems - Making Sense of the Field, , England: Wiley; Clarke, R., Extra-organisational systems: A challenge to the software engineering paradigm (1992) IFTP World Congress, , http://www.anu.edu.au/people/Roger.Clarke/SOS/PaperExtraOrgSys.html, Presented at the, Madrid, September; Cope, C.J., Horan, P., Gamer, M., Conceptions of an information system and their use in teaching about IS (1997) Journal of Informing Science, 1, pp. 7-19; Cope, C.J., Horan, P., Towards an understanding of teaching and learning about information systems (1998) The Proceedings of the Third Australian Conference on Computer Science Education, pp. 188-197. , New York ACM; Cope, C., (2000) Educationally Critical Aspects of the Experience of Learning about the Concept of An Information System, , http://ironbark.bendigo.latrobe.edu.au/~cope/cope-thesis.pdf, PhD thesis; Davenport, T.H., Eccles, R.G., Prusak, L., Information politics (1992) Sloan Management Review, 34 (1), pp. 53-65; Falkenberg, E.D., Hesse, W., Lindgreen, P., Nilsson, B.E., Han Oei, J.L., Rolland, C., Stamper, R.K., Voss, K., (1996) A Framework of Information Systems Concepts. Report of the IFTP WG 8.1 Task Group FRISCO; Gurwitsch, A., (1964) The Field of Consciousness, , Pittsburgh: Duquense University Press; Runaway projects -cause and effects (1999) Software World (UK), 26 (3), pp. 3-5; Land, F.F., The information systems domain (1992) Information Systems Research: Issues, Methods and Practical Guidelines, pp. 6-13. , In R. Galliers (Ed.), Oxford, UK: BlackweU Scientific Publications; Marton, F., Towards a theory of quality in higher education (1998) Teaching and Learning in Higher Education, pp. 177-200. , In B.Dart & G. Boulton-Lewis (Eds.), Camberwell, Vic, Australia: Australian Council for Educational Research; Marton, F., Booth, S., The learner's experience of learning (1996) The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling, pp. 534-564. , In D.R. Olson & N. Torrance (Eds.), Oxford: Blackwell; Marton, F., Booth, S., (1997) Learning and Awareness, , Mahwah, NJ: Erlbaum; Sahraoui, S., Is information systems education value neutral? (1998) Journal of Computer Information Systems, 38 (3), pp. 105-109; Wand, Y., Weber, R., On the deep structure of information systems (1995) Information Systems Journal, 5, pp. 203-223; Weber, R., A neglected aspect of the information systems curriculum: What is an information system? (1996) The Australian Debate on Information Systems Curriculum. Proceedings of the Australian Information Systems Curriculum Working Conference, pp. 71-75. , In D.Amott, K. Dampney, & A. Scollary, (Eds.), Melbourne: Monash University, Department of Information Systems; Winter, M.C., Brown, D.H., Checkland, P.B., A role for soft systems methodology in information systems development (1995) European Journal of Information Systems, 4, pp. 130-142},
correspondence_address1={Cope, C.; La Trobe UniversityAustralia; email: C.Cope@latrobe.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{MacNish2000170,
author={MacNish, C.},
title={Evolutionary programming techniques for testing students' code},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={170-176},
doi={10.1145/359369.359394},
note={cited By 5; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881496326&doi=10.1145%2f359369.359394&partnerID=40&md5=a5ed924c9d6e59bb052d9c1eab146c55},
affiliation={Department of Computer Science and Software Engineering, University of Western Australia, Nedlands, WA  6907, Australia},
abstract={Tools for analysing student code offer great potential for enhancing student learning through informing both students and staff. One such tool, the datlab system, has been successfully employed in second year data structures courses and provides facilities for testing students' laboratory work, providing feedback to students, and assigning marks for completed tasks. While the system has proven successful, there is potential for significant improvement in the way that code is analysed and the quality of the feedback that is returned. This paper reports on new work investigating the use of evolutionary computation as a mechanism for generating appropriate test sequences. Our goal is to synthesize test sequences that efficiently uncover logical errors in student code, provide lecturers with models of common student errors, and provide students with more helpful feedback to use in locating errors themselves. We present encouraging preliminary results showing that significant improvements can be achieved using the evolutionary approach, and discuss some of the challenges in extending this approach. © 2000 ACM.},
keywords={Automated Software Testing;  Computer Science Education;  Evolutionary Computation;  Genetic Algorithms;  Tools for Teaching and Learning},
keywords={Codes (symbols);  Computer programming;  Computer testing;  Education;  Education computing;  Errors;  Evolutionary algorithms;  Genetic algorithms;  Software testing;  Teaching, Automated software testing;  Computer Science Education;  Enhancing student learning;  Evolutionary approach;  Evolutionary programming techniques;  Feedback to students;  Laboratory work;  Teaching and learning, Students},
references={Clark, D., MacNish, C., Royle, G., Java as a teaching language - Opportunities, pitfalls and solutions (1998) Proc. Third Australasian Conference on i Computer Science Education, pp. 173-179. , P. Strooper, Ed., ACM; Davis, L., (1991) Handbook of Genetic Algorithms, , Van Nostrand Reinhold; Goldberg, D.E., (1989) Genetic Algorithms in Search, Optimization, and Machine Learning, , Addison-Wesley; Koh, J.K.K., (1999) Using OCL to Verify Methods in Container ADTs, , Honours Thesis, Department of Computer Science, University of Western Australia, June; MacNish, C., (2000) Data Structures and Algo- Rithms (CS223), Department of Computer Science, , http://www.cs.uwa.edu.au/undergraduate/courses/230.223/, University of Western Australia; MacNish, C., Java facilities for automating analysis, feedback and assessment of laboratory work (2000) Computer Science Education, 10 (2), pp. 147-163; MacNish, C., McDonald, M., Harnessing creativity and experience in adaptive planning (1997) Proc. CogSci'97: Fourth Conference of the Australasian Cognitive Science Society; Meyer, B., (1997) Object-oriented Software Construction, , 2nd ed. Prentice Hall},
correspondence_address1={MacNish, C.; Department of Computer Science and Software Engineering, Australia; email: cara@cs.uwa.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hawryszkiewycz2000134,
author={Hawryszkiewycz, I.},
title={Creating and supporting learning environments},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={134-138},
doi={10.1145/359369.359388},
note={cited By 2; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870846648&doi=10.1145%2f359369.359388&partnerID=40&md5=d8de65a85bf39077f41760d6e6576077},
affiliation={Faculty of Information Technology, University of Technology, Sydney, PO Box 123, Broadway, NSW  2007, Australia},
abstract={The paper describes ways to create a variety of learning environments. It describes a metamodel far defining such environments and a system that implements the metamodel. The environments described include classroom teaching, group support, distance moderation and monitoring of groups. The paper then describes a system, called LiveNet [3], which can be used to configure a variety of learning environments in terms of the metamodel, and describes experiences in its use. © 2000 ACM.},
keywords={Computer aided instruction;  Teaching, Classroom teaching;  Group supports;  Learning environments;  Meta model, Education},
references={Hawryszkiewycz, I.T., (2000) Evolving Knowledge Intensive Community Networks Proceeding?, , of Ausweb2000, Cairns, [June; Nonaka, I., (1994) A Dynamic Theory of Organizational Knowledge Creation Organization Science, 5 (1), pp. 14-37. , February; LiveNet, , http://linus.socs.uts.edu.au/~igarh/workspace/explore/liveneuitm},
correspondence_address1={Hawryszkiewycz, I.; Faculty of Information Technology, PO Box 123, Australia; email: iqorh@ituts.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Conway199876,
author={Conway, D. and McIver, L.},
title={Automated generation of hypertextual course material from plaintext},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={76-84},
doi={10.1145/289393.289397},
note={cited By 0; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029597427&doi=10.1145%2f289393.289397&partnerID=40&md5=32fb32a7b0a6862d66b879860905fbe1},
affiliation={School of Computer Science and Software Engineering, Monash University, Australia},
abstract={This paper describes a portable plaintext markup language and associated processing system called DEMUN ("Distance Education Mark-Up Notation"). Using DEMUN and a basic text editor, a course designer can create lessons, associated exercises (and solutions), assignments, sample exams, and support materials (bibliographies, glossaries, "frequently asked questions" lists), and have them automatically structured and cross-referenced into a coherent collection of hyperlinked WWW pages. Unlike HTML and XML, the DEMUN mark-up notation reflects course design concepts (rather than presentation layout concepts). DEMUN also provides some support for interactive assessment. © 1998 ACM.},
keywords={Curricula;  Distance education, Automated generation;  Course design;  Course material;  Frequently asked questions;  Mark-up;  Plaintext;  Processing systems;  Support materials, Education computing},
references={Wall, L., Christiansen, T., Schwartz, R.L., (1996) Programming Perl, , 2nd Edition, O'Reilly & Associates; Conway, D.M., (1998) DEMUN Reference Manual, , Technical Report, School of Computer Science and Software Engineering, Monash University, (to appear); Conway, D.M., (1998) An Algorithmic Approach to English Pluralizationy Technical Report, , School of Computer Science and Software Engineering, Monash University, (to appear},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Maj19989,
author={Maj, S.P. and Fetherston, T. and Charlesworth, P. and Robbins, G.},
title={Computer & network infrastructure design, installation, maintenance and management - A proposed new competency based curriculum},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={9-18},
doi={10.1145/289393.289396},
note={cited By 11; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029575422&doi=10.1145%2f289393.289396&partnerID=40&md5=8e6385be4e5e3147f26f716e755ac7bf},
affiliation={Department of Computer Science, Edith Cowan University, Perth, Australia; Multi-Media Technologies, ECU, Australia; Department of Computer Engineering, University College, Suffolk, United Kingdom; Department of Computer Science, ECU, Australia},
abstract={All Inter/Intranet commercial and industrial applications need a stable and secure computer and network infrastructure. This infrastructure is typically a large, heterogeneous population of networked PC's that need to be managed by a specialist support group. Market analysis clearly indicates that these specialists need a portfolio of skills and knowledge not supplied by traditional accredited computer science courses. Although Edith Cowan University (ECU) was recently granted level 1 re-Accreditation of its Computer Science Degree by the Australian Computer Society it was clear that, on completion of their studies, their graduates could not design, install, maintain or manage a networked population of PC's to a professional standard with due regard to safety, both to themselves and the equipment. Further, it was noted that the current degree provides few options to study Health & Safety, Law and Technology, Finance or Human Resource Management - issues that a graduate must address in preparation for a professional career in computer and network management. Indications are that this is also the case within other universities in Australia and the UK. This paper proposes a new competency based curriculum, referenced to international practices and articulated to non-university educational programs, to meet market need This paper also presents results from the implementation of part of this curriculum. © 1998 ACM.},
keywords={Commerce;  Computer networks;  Curricula;  Education;  Education computing;  Employment;  Human resource management, Computer and networks;  Computer Science course;  Edith cowan universities;  Heterogeneous populations;  International practice;  Network infrastructure;  Professional careers;  Professional standards, Computer resource management},
references={Maynard, G.B., (1992) Guidelines for Course Accreditation, , [Brochure]. Darlinghurst, NSW: ACS; (1993) Handbook, (3). , British Computer Society, number, pagel, Membership and Associate Membership Guide; Maj, S.P., Robbins, G., Shaw, D., Duley, K.W., Computer & network installation, maintenance and management -A proposed new curriculum for undergraduates and postgraduates Australian Computer Journal, , publication pending; Ramsden, P., (1992) Learning to Teach in Higher Education, , London: Routledge; Lord, M., (1992) The Directory of Higher Education Courses 1993, , Ed Surry Hills, NSW: New Hobsons Press; Denning, P.J., Comer, D.E., Gries, D., Mulder, M.C., Tucker, A., Turner, A.J., Young, P.R., Computing as a discipline (1989) Communications of the ACM., 32 (1), pp. 9-23; Ford, G., (1990) 1990 SEI Report on Undergraduate Software Engineering Education, , Pittsburgh, Pa: Carnegie Mellon University, Software Engineering Institute; Magagnosc, D., Simulation in computer organisations: A goals based study (1994) SIGCSE Bulletin, 26 (1), p. 178; Searls, D.E., An integrated hardware simulator (1993) SIGCSE Bulletin., 25 (2), p. 24; Bergmann, S.D., Simulating and compiling a hypothetical micro programmed architecture with projects for computer architecture and compiler design (1993) SIGCSE Bulletin, 25 (2), p. 38; Conception, A.I., Millican, D.R., Developing the VLIS laboratory for computer architecture course (1996) SIGCSE Bulletin, 28 (1), pp. 47-52; Reid, R., A laboratory for building computers (1992) SIGCSE Bulletin, 24 (1), p. 192; Parker, B.C., Drexel, P.G., A system-based sequence of closed labs for computer systems organisation (1996) SIGCSE Bulletin, 28 (1), pp. 53-57; Meyer, R.M., Canlogs : A logic gate simulator for all seasons (1996) SIGCSE Bulletin, 28 (1), pp. 58-62; Coe, P.S., Williams, L.M., Ibbett, R.N., An interactive environment for the teaching of computer architecture (1996) SIGCSE Bulletin, 28, pp. 33-35. , Special; Campbell, R.A., Introducing computer concepts by simulating a simple computer (1996) SIGCSE Bulletin, 28 (3), pp. 9-11; Barnett, B.L., A visual simulator for a simple machine and assembly language (1996) SIGCSE Bulletin, 27 (1), pp. 233-242; Pilgrim, R.A., Design and construction of the very simple computer (VSC): A laboratory project for undergraduate computer architecture courses (1993) SIGCSE Bulletin, 25 (1), p. 151; (1996) Computer Systems Engineering -Course Information, , Advanced Manufacturing Technologies Centre . [Brochure]. East Perth, Western Australia; Armitage, C., Irrelevant degree factories' must change with times (1995) The Australian, p. 23. , November 8; Scragg, G.W., Most compute: Organisation courses are built upsidedown (1991) SIGCSE Bulletin, 23 (1), p. 341; Barnard, A.C.L., Barrett, R.B., Jones, W.T., Reilly, K.D., A compute: Science undergraduate specialisation in telecommunications and compute: Networking (1996) SIGCSE Bulletin, 28 (1), pp. 324-328; (1995) He Economist, , May 13, Hong Kong : The Economist Newspapers Limited; Bowden, J.A., Masters, G.N., (1993) Implications for Higher Education of a Competency- Based Approach to Education and Training, , Australian Government Publishing Service: Canberra; Baldwin, P., (1992) Opening Address: Seminar on the Professions and Competency Standards, , Canberra, Novemebr17 1992; Goldsworthy, A.W., IT and the competency debate - skill vs knowledge a major issue (1993) The Australian Computer Journal, 25, p. 13122; Piaget, J., (1952) The Origins of Intelligence in Children, , New York: International Universities Press; Cervero, R.M., Professional practice, learning and continuing education: An integrated perspective (1992) International Journal of Lifelong Education, 11 (2), pp. 91-101; Collins, G., Gardiner, P., Heaton, A., Macrosson, K., Tait, J., The Management of Technology : An essential part of training for engineers and scientists (1991) International Journal of Technology Management, 6 (5-6), pp. 568-593; Kay, D.G., A course in computer law (1992) SIGCSE Bulletin, 24 (1), p. 252; (1996) Technology & Law, , Australian Industrial & Intellectual Property . CCH Australia Ltd (Loose Leaf), North Ryde, NSW; Donaghue, B., SA TAPE given top marks by higher end users (1997) Campus Review., , March 19-25; (1995) Vocational Education and Training - Understanding the Environment (Brochure), , Western Australian Department of Training, Path, Western Australia; De La Haipe, M., WA college a model for uni- TAEE projects (1997) Campus Review, , July 9-15; (1997) Client (User) Support Competency Standards, , Information Technology Industry Training Advisory Body . Draft, Perth, Western Australia; Computing Curricula, (191). , New York, NY : ACM Press and THHF.-CS Press},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Greening1998145,
author={Greening, T.},
title={Computer science: Through the eyes of potential students},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={145-154},
doi={10.1145/289393.289415},
note={cited By 17; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85002633864&doi=10.1145%2f289393.289415&partnerID=40&md5=ddc7770de604d85f4a85859ff159efe4},
affiliation={University of Ballarat, Australia},
abstract={Early student dropouts in first year computer science courses are typically high. Many reasons are proposed, such as the inherent demands of the discipline, or that many students believe that computer science enhances general career prospects (leading many to enrol without personal interest ii the subject matter). There are numerous possibilities, all possessing an intuitively appealing basis to them. However, after some years of hearing such possibilities, it occurs that they hinge on a more fundamental question: "Is it the case that many students who enrol for a first computer science course do so with some very limiting misconceptions of what the discipline entaib?" This paper summarises a pilot study that was motivated by this question. © 1998 ACM.},
keywords={Audition;  Education;  Education computing, Career prospects;  Computer Science course;  First year;  Pilot studies;  Subject matters, Students},
references={(1995) Stage 6 Syllabus: Computing Studies - 2-unit (Common), , Board of Studies NSW, Board of Studies NSW: Sydney; (1995) Stage 6 Syllabus: Computing Studies-2~unit (General)., , Board of Studies NSW, Board of Studies NSW: Sydney; (1995) Stage 6 Syllabus: Computing Studies - 3-uniU Board of Studies NSW, , Board of Studies NSW, Sydney; Phillips, H.P., (1965) Thai Peasant Personality: The Patterning of Interpersonal Behaviour in the Village of Bang Chan, , University of California Press: Berkeley; Riflrin, A.A., Teaching parallel programming and software engineering concepts to high school students (1994) Proceedings of SIGCSE 25th Technical Symposium on Computer Science Education, pp. 26-30; Rodger, S.H., Walker, E.L., Activities to attract high school girls to computer science (1996) Proceedings of SIGCSE 27th Technical Symposium on Computer Science Education, pp. 373-377; Schollmeyer, A.M., Computer programming in high School Vs College (1996) Proceedings of SIGCSE 27th Technical Symposium on Computer Science Education, pp. 378-382},
correspondence_address1={Greening, T.; University of BallaratAustralia; email: t.greening@ballarat.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Carbone199855,
author={Carbone, A. and Hagan, D. and Sheard, J.},
title={Consolidate, preserve and build: A tutor training program for a new school},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={55-61},
doi={10.1145/289393.289403},
note={cited By 3; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908360018&doi=10.1145%2f289393.289403&partnerID=40&md5=ffea06a8ea62dfc3292b4c061e533082},
affiliation={School of Computer Science and Software Engineering, Monash University, Australia},
abstract={In 1994, a collaborative research project began between the Faculty of Education and the Departments of Software Development and Computer Science. The research was aimed at improving the teaching and learning of introductory programming. Results showed that the major learning of students took place in a tutorial setting. One of the outcomes of the project was a tutor training program to foster teaching skills in mostly untrained teaching staff. The training program continued with education faculty members' involvement until 1997, being run separately and modified independently by the two departments. At the beginning of 1998, a new School was formed, amalgamating the Departments of Software Development, Computer Science and two other departments. The tutor training program at this time was revised and delivered, independently of education faculty assistance. It was a consolidation of the two separate programs, preserving the best features from both, to promote teaching skills within those at the front line of student contact. The purpose of this paper is to describe the revised training course, evaluate it and suggest improvements to build upon its strengths. © 1998 ACM.},
keywords={Curricula;  Education;  Education computing;  School buildings;  Software design;  Students;  Teaching, Collaborative research projects;  Faculty members;  Introductory programming;  Teaching and learning;  Teaching skills;  Teaching staff;  Training course;  Training program, Personnel training},
references={Carbone Mitchell, I., Macdonald, I., Improving teaching and learning in first year computer science tutorials (1998) Poster Proceedings of the Thirteenth Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, , Poster presented at ASCELITE'96, Adelaide; Carbone, A., Tutor training in computer science: Tutor opinions and student results (1998) Proceedings of Society for Information Technology and Teacher Education Conference, , Washington, March 1998; Carbone, A., Hagan, D., Sheard, J., (1998) Tutor Training Programme, School of Computer Science and Software Engineering, , Monash University, Melbourne, 1998; Gunn, F., Macdonald, I., Developing a culture of teaching at first year tertiary level: A training course for post graduate students that made a difference (1997) Australasian Science Education Research Association (ASERA), , Paper presented at, conference, Adelaide, 1997; Macdonald, I., Hagan, D.L., How education research became part of teaching first year programming (1996) Australian Association for Research in Education (AARE) Conference, , Paper presented in, Singapore, 1996; Sheard, J., Hagan, D., Macdonald, I., Designing and developing a new learning environment for teaching introductory programming (1997) Change for Effect Proceedings of World Multiconference on Systemics, Cybernetics and Informatics, , Caracas, Venezuela, July; Strooper, P., Bakker, P., Canington, D., Casey, P., Goodchild, A., MacColl, I., Purchase, H., Setting up a tutor training program in computer science (1996) Proceedings of the First Australian Computer Science Education Conference (ACSE'96), , Sydney, July 1996},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Summons1998101,
author={Summons, P. and Simon},
title={Authentication strategies for online assessments},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={101-105},
doi={10.1145/289393.289408},
note={cited By 2; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869133459&doi=10.1145%2f289393.289408&partnerID=40&md5=9646e79a19463d1e9b599e7e0c2b301c},
affiliation={Information Systems Group, School of Management, University of Newcastle, Australia},
abstract={Ad automated marking pilot scheme conducted at the University of Newcastle in 1997 has been extended in collaboration with Deakin University to include distance learners. The work is being carried out under an Australian National Teaching Grant for 1998-99. This paper describes the security and integrity strategies we adopt for automated assessment, and discusses the merits of authentication strategies for assessment processes in the on-campus and distance learning scenarios. © 1998 ACM.},
keywords={Authentication;  Distance education;  Education computing, Assessment process;  Automated assessment;  Automated marking;  Distance learners;  On-line assessment;  Pilot scheme;  University of Newcastle, Education},
references={Cormeii, T.H., Leiserson, C.E., Rivest, R.L., (1992) The RSA Public-Key Cryptosystem Introduction to Algorithms, pp. S31-S837. , MIT Press, Cambridge; Summons, P.F., Bruff, C., Simon, Coldwell, J., Automated assessment: Reflections on the past and the promise of the future (1998) Accepted for Proceedings of the 3rd Annual NSW Symposium on Information Technology and Information Systems SITS'98, , University of NSW, Sydney, February to appear; Summons, P.F., Bruff, C., Simon, Coldwell, J., Automated assessment and management project (1998) Accepted for Computers and Advanced Technology in Education - CATE'98, , Cancun, Mexico, May, (to appear); Summons, P.F., Coldwell, J., Bruff, C., (1998) National Teaching Development Grant - Individual Automated Assessment and Marking Management Package, , http://services.canberra.edu.au/CUTSD/announce/1998Indv.html#Newcastle, Committee for University Teaching and Staff Development 1997; Summons, P.F., Coldwell, J., Henskens, F., Bruff, C., Automated evaluation of spreadsheet concepts - excel in action (1997) Proceedings of the 2nd Annual NSW Symposium on Information Technology and Information Systems STTIS'97, pp. 87-93. , University of NSW, Sydney, February; Summons, P.F., Coldwell, J., Henskens, F., Bruff, C., Automating assessment and marking of spreadsheet concepts (1997) ACSE'97: The 2nd Australasian Computer Science Education Conference, pp. 178-184. , Melbourne, July},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Daniels1998203,
author={Daniels, M. and Petre, M. and Berglund, A.},
title={Building a rigorous research agenda into changes to Teaching},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={203-209},
doi={10.1145/289393.289422},
note={cited By 7; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952985558&doi=10.1145%2f289393.289422&partnerID=40&md5=18fa9d3ec0147737a666ba932fe2fc7b},
affiliation={Department of Computer Systems, Uppsala University, Sweden; Centre for Ktformatics Education Research, Faculty of Mathematics and Computing, Open University, United Kingdom},
abstract={Building research into teaching has particular value in the current academic climate; this paper considers why and reflects on the particular need for Computer Science education research in its own right. Cooperation between research and teaching is needed in order to understand learning in the Computer Science context. The accelerating convergence of technologies for computing, communications and teaching affords an opportunity to integrate research and teaching objectives in Computer Science education. The paper presents four example projects in which research was tied to changes in teaching, so that general lessons could be drawn from individual experiences. © 1998 ACM.},
keywords={Education;  Education computing, Computer Science Education;  Computer science education research;  Convergence of technologies;  Rigorous research;  Teaching objectives, Engineering education},
references={Berglund, A., Daniels, M., Improving education quality, a full-scale study (1997) Proceedings of ACM SIGCSE Symposium, , San Jose, February; Brannen, J., (1992) Mixing Methods: Qualitative and Quantitative Research Theory and Practice, , Ed., Avebury; Bryman, A., (1988) Quantity and Quality in Social Research, , Allen and Unwin; Daniels, M., Almstrum, V., Asplund, L., Bjorkman, C., Erickson, C., Klein, B., Petre, M., (1998) Runestone: International Student Collaboration on Projects, , press, To be presented to: IEEE Frontiers in Education Conference (Tempe, Arizona, November; Denzin, N.K., Lincoln, Y.S., (1994) Handbook of Qualitative Research, , Eds. Sage; Isaac, S., Michael, W.B., (1989) Handbook in Research and Evaluation for Education and the Behavioural Sciences, , EdlTS Publishers; Gall, M.D., Borg, W.R., Gall, J.P., (1996) Educational Research: An Introduction, , Sixth edition Longman; Petre, M., Carswell, L., Price, B., Thomas, P., Innovations in large-scale supported distance teaching for the Internet: Transformation, not just translation (1997) Proceedings of IEEE Frontiers in Education Conference, , Pittsburgh, November; Petre, M., Price, B., Programming practical work and problem sessions via the Internet (1997) Proceedings Of: ACM SIGCSE/SIGCUE Conference on Introducing Technology into Computer Science Education (TTiCSE'97), , Uppsala, June. SIGCSE Bulletin; Price, B., Petre, M., Large-scale interactive teaching via the Internet experience with problem sessions and practical work in university courses (1997) Proceedings Of: ED-MEDIA/ED-TELECOM'97 Conference, , Calgary, Canada, June; Thomas, P., Carswell, L., Price, B., Petre, M., A holistic approach to supporting distance learning using the Internet: Transformation, not translation British Journal of Educational Technology, , (in press), (first of a 4-part series); Thomas, P., Martin, M., MacGregor, M., (1998) AESOP: An Electronic Student Observatory Project, , (in press), To be presented to: IEEE Frontiers in Education Conference (Tempe, Arizona, November},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Fekete1998198,
author={Fekete, A. and Greening, T. and Kingston, J.},
title={Conveying technical content in a curriculum using problem based learning},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={198-202},
doi={10.1145/289393.289421},
note={cited By 4; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-37349082290&doi=10.1145%2f289393.289421&partnerID=40&md5=52be31cdf159f1659ddd56b23f4d9417},
affiliation={Department of Computer Science, University of Sydney2006, Australia; School of Information Technology, University of Ballarat3350, Australia},
abstract={Problem Based Learning (PBL) is a radically different way to organise a course. Instead of an instructor who transmits information to students who then apply what they learnt in tightly-defined tasks for assessment, in PBL the students work in groups on authentic ill-defined tasks, using resources (including manuals, examples, mentors) when they find that help is needed. The PBL style of education is particularly suited to developing students' skill in software engineering and programming, as well as generic skills in communication, cooperation and problem solving. For these reasons the University of Sydney has revised the first year Computer Science subjects to use PBL. This paper analyses the implications for the technical content covered in these courses. In particular, we show that PBL need not lead to the neglect of topics such as analysis of algorithms, recursion, computer organisation, and ethics. We illustrate our techniques with details of the tasks students are offered and the assessment scheme. © 1998 ACM.},
keywords={Curricula;  Education;  Education computing;  Problem solving;  Software engineering, Analysis of algorithms;  Assessment scheme;  First year;  Paper analysis;  Problem based learning;  Recursions;  Technical content;  University of Sydney, Students},
references={Baldwin, D., Discovery learning in computer science (1996) ACM SIGCSE Technical Symposium on Computer Science Education, pp. 222-226; Boud, D., Feletti, G., (1991) The Challenge of Problem Based Learning, , Kogan Page, London; Kirsch, R., Teaching ole automation: A problem- based learning approach (1996) ACM SIGCSE Technical Symposium on Computer Science Education, pp. 68-72; Koelling, M., Rosenberg, J., Blue -A language for teaching object-oriented programming (1996) ACM SIGCSE Technical Symposium on Computer Science Education, pp. 190-194; Woods, D.R., Sawchuk, R.J., Fundamentals of chemical engineering education (1993) Chemical Engineering Education, pp. 80-85},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Buckland1997155,
author={Buckland, R.},
title={Can we improve teaching in computer science by looking at how English is taught?},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={155-162},
doi={10.1145/299359.299382},
note={cited By 2; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-57449085229&doi=10.1145%2f299359.299382&partnerID=40&md5=337ea6cfdca138e718b7ea6d8bac58e0},
affiliation={School of Computer Science and Engineering, University of New South Wales, Australia},
abstract={A number of recent survey results indicate that students in the humanities enjoy their subjects more than students in mathematics and sciences. Current educational theory, and common sense, suggests that the degree to which a student enjoys a subject affects their motivation to learn, and that students who are motivated to learn because they like their subject are more likely to achieve positive learning outcomes. Why then are humanities students happier with their subjects? Is it the students? The teaching? Or is it due to fundamental differences in the nature of the knowledge in the subjects? In this paper I consider the second factor: differences in teaching methods. I compare the manner in which one humanities subject, english, is taught with the way that science and mathematics are generally taught. I then report on the results of a teaching experiment where english-based teaching methods were used in a large first year computer science subject. The experiment seemed quite successful which suggests that some of the teaching techniques used in disciplines such as the humanities might be of general usefulness to other computer science teachers. © 1997 ACM.},
keywords={Education;  Education computing;  Surveys;  Teaching, Common sense;  Computer science teachers;  Educational theory;  First year;  Learning outcome;  Teaching methods;  Teaching techniques, Students},
references={Ainley, J., Long, M., (1994) The Course Experience Survey 1992 Graduates, , AGPS: Canberra; Brown, G., Atkins, M., (1993) Effective Teaching in Higher Education, , Routledge: London; Dunkin, M.J., (1991) Award Winning University Teachers Talking about Teaching, , Centre for Teaching and Learning, The University of Sydney: Sydney; Gardner, H., (1993) The Unschooled Mind, , Fontana: London; Gross, M.U.M., (1993) Exceptionally Gifted Children, , Routledge: London; Hewitt, D., Train spotters' paradise (1994) Teaching Mathematics, pp. 47-51. , In Michelle Selinger (Ed), Routledge: London; Hutchings, P., Using cases to improve college teaching (1993) A Guide to More Reflective Practice, , AAHE: Washington DC; Kugel, P., How professors develop as teachers (1993) Studies in Higher Education, 18 (3), pp. 315-328; Leder, G.C., Forgasz, H.J., Perspectives on learning, teaching, and assessment (1991) Assessment and Learning of Mathematics, , G. Leder (Ed), ACER: Hawthorn, Victoria; Marton, F., Saljo, R., On qualitative differences in learning. II-outcomes as a function of the learner's conception of the task (1976) British Journal of Educational Psychology, 46, pp. 115-127; Marton, F., Saljo, R., Approaches to learning (1984) The Experience of Learning, , Marton, Hounsell and Entwistle (Eds.), Scottish Academic Press: Edinburgh; Ramsden, P., (1992) Learning to Teach in Higher Education, , Routledge: London; Sets Interpretation of the Mean Score, , From an untitled and undated document (ref: Doc, SC, 100, 21-50, and Doc, H, 100, 21-50). CHEPD, Macquarie University: Sydney; The 1995 graduate satisfaction survey (1996) The University of New South Wales. Internal Report, , UNSW},
correspondence_address1={Buckland, R.; School of Computer Science and Engineering, Australia; email: richardb@cse.unsw.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Burd1996197,
author={Burd, B.},
title={Experience teaching Java: A preliminary report},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={197-201},
doi={10.1145/369585.369619},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053354383&doi=10.1145%2f369585.369619&partnerID=40&md5=65719ac5a0385b5f64a5c9d33954da38},
correspondence_address1={Burd, B.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Dershem199632,
author={Dershem, H.L. and Barth, W.L. and Bowsher, C.J. and Brown, D.P.},
title={Data structures with Ada packages, laboratories, and animations},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={32-38},
doi={10.1145/369585.369591},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034279596&doi=10.1145%2f369585.369591&partnerID=40&md5=a9ffaf06e6f1bb32f5599924ad4d3493},
correspondence_address1={Dershem, H.L.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Winiwarter1996337,
author={Winiwarter, W. and Kagawa, O. and Konomi, S. and Kambayashi, Y.},
title={Collaborative hypermedia education with the VIENA classroom system},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={337-343},
doi={10.1145/369585.369666},
note={cited By 3; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-0343384478&doi=10.1145%2f369585.369666&partnerID=40&md5=8ab7841bdb63e731dfc4f63b16c47c8c},
correspondence_address1={Winiwarter, W.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason2021138,
author={Mason, R. and Seton, C.},
title={Leveling the playing field for international students in IT courses},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={138-146},
doi={10.1145/3441636.3442316},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103264797&doi=10.1145%2f3441636.3442316&partnerID=40&md5=5272b6be3e2673e44ed60f768b9b298c},
affiliation={Southern Cross University, Australia},
abstract={Australia is a destination of choice for international students studying IT who in 2019 comprised 62% of IT enrolments in universities [9]. Studying in English is often problematic for students from a Non-English Speaking Background (NESB), leading to these students facing barriers with reading instructional materials, reading and writing code and learning English at the same time as learning technical skills. In the area of assessment, NESB students perform at lower levels than domestic students and, anecdotally, these students struggle with exams and tests, where cognitive resources are reduced as a result of stress. This paper is based on an earlier study where the exam format was modified to remove extraneous cognitive load, and keyword glossaries in Mandarin were given to Chinese students as part of a database course exam. The results of the earlier study showed significant improvement in student performance, leading to draft guidelines for developing exams for international students. The current study used these guidelines to redesign an undergraduate database exam, provided students with a choice of keyword glossaries in several languages, and surveyed students immediately after the exam. The results of this intervention were statistically compared with another technical course for students at the same level in the same semester. There was a significant interaction effect, with international students in the Database course performing better than would be expected without intervention. There was no longer a significant difference between international student and domestic student performance in the exam. Results are discussed with respect to cognitive load and mental effort measures. © 2021 ACM.},
keywords={Assessment;  Cognitive Load;  ESL;  Glossary;  International Students;  Keywords;  mental effort;  NESB},
keywords={Curricula;  Database systems;  Education computing;  Glossaries, Chinese students;  Cognitive resources;  Domestic Students;  Instructional materials;  Interaction effect;  International students;  Learning English;  Student performance, Students},
references={(2018) International Students Inject $32 Billion a Year into Australia's Economy-Boosting Aussie Jobs and Wages, , https://www.universitiesaustralia.edu.au/media-item/international-students-inject-32-billion-A-year-into-Australias-economy-boosting-Aussie-jobs-And-wages, Universities Australia; Avery, S., Setting them up for success: Assessing a pre-research assignment for first-year international students (2017) Communications in Information Literacy, 11 (2), pp. 324-338. , https://doi.org/10.15760/comminfolit.2017.11.2.5, 2017; Baddeley, A., The episodic bufer: A new component of working memory? (2000) Trends in Cognitive Sciences, 4 (11), pp. 417-423. , https://doi.org/10.1016/S1364-6613(00)01538-2, Nov. 2000); Bretag, T., Horrocks, S., Smith, J., Developing classroom practices to support nesb students in information systems courses: Some preliminary fndings (2002) International Education Journal, 3 (4), pp. 57-69. , https://openjournals.library.sydney.edu.au/index.php/IEJ/article/download/6809/7449#page=61, 2002; Chandler, P., Sweller, J., Cognitive load theory and the format of instruction (1991) Cognition and Instruction, 8 (4), pp. 293-332. , https://doi.org/10.1207/s1532690xci0804-2, Dec. 1991; https://doi.org/10.1207/s1532690xci0804-2, Publisher: Routledge-eprint; Chandler, P., Sweller, J., The split-Attention efect as a factor in the design of instruction (1992) British Journal of Educational Psychology, 62 (2), pp. 233-246. , https://doi.org/10.1111/j.2044-8279.1992.tb01017.x, June 1992; Cowan, N., Metatheory of storage capacity limits (2001) Behavioral and Brain Sciences, 24 (1), pp. 154-176. , https://www.cambridge.org/core/journals/behavioral-And-brain-sciences/article/metatheory-of-storage-capacity-limits/727115B70056D3A90A19EB58AD1F0C84, Feb. 2001; Decker, A., Morrison, B.B., Margulieux, L.E., Using subgoal labeling in teaching introductory programming (2020) Journal of Computing Sciences in Colleges, 35 (8). , https://dl.acm.org/doi/10.5555/3417639.3417665, April 2020; (2020) UCube-Higher Education Statistics Australia, , http://highereducationstatistics.education.gov.au, Skills and Training Department of Education; Guo, P.J., Non-native english speakers learning computer programming: Barriers, desires, and design opportunities (2018) Proceedings of the 2018 Chi Conference on Human Factors in Computing Systems-CHI ', 18, pp. 1-14. , https://doi.org/10.1145/3173574.3173970, ACM Press, Montreal QC, Canada; Kim, D.-J., Ferrini-Mundy, J., Sfard, A., How does language impact the learning of mathematics? Comparison of english and korean speaking university students' discourses on infnity (2012) International Journal of Educational Research, 51-52, pp. 86-108. , https://doi.org/10.1016/j.ijer.2012.01.004, Jan. 2012; Leahy, W., Chandler, P., Sweller, J., When auditory presentations should and should not be a component of multimedia instruction (2003) Applied Cognitive Psychology, 17 (4), pp. 401-418. , https://doi.org/10.1002/acp.877, 2003; Margulieux, L.E., Guzdial, M., Catrambone, R., Subgoal-labeled instructional material improves performance and transfer in learning to develop mobile applications (2012) Icer '12 Proceedings of the Ninth Annual International Conference on International Computing Education Research, pp. 71-78. , https://doi.org/10.1145/2361276.2361291, ACM Press, Auckland, New Zealand; Mason, R., (2013) Designing Introductory Programming Courses-The Role of Cognitive Load, , https://www.researchgate.net/publication/236960689-Designing-Introductory-Programming-Courses-the-role-of-Cognitive-Load, PhD Thesis. Southern Cross University, Cofs Harbour; Mason, R., Cooper, G., Mindstorms robots and the application of cognitive load theory in introductory programming (2013) Computer Science Education, 23 (4), pp. 296-314. , https://doi.org/10.1080/08993408.2013.847152, Dec. 2013; Mason, R., Simon, G.C., Wilks, B., Using cognitive load theory to select an environment for teaching mobile apps development (2015) Proceedings of the 17th Australasian Computing Education Conference (ACE2015), 160, pp. 47-56. , http://crpit.com/confpapers/CRPITV160Mason.pdf, Daryl D'Souza and Katrina Falkner (Eds.),. ACS, Sydney, Australia; Mason, R., Seton, C., Assessing international students: The role of cognitive load (2020) Proceedings of the Twenty-Second Australasian Computing Education Conference (ACE'20), pp. 160-166. , https://doi.org/10.1145/3373165.3373183, Association for Computing Machinery, Melbourne, VIC, Australia; Mason, R., Seton, C., Cooper, G., Applying cognitive load theory to the redesign of a conventional database systems course (2016) Computer Science Education, 26 (1), pp. 1-20. , https://doi.org/10.1080/08993408.2016.1160597, March 2016); Mayer, R., Mayer, R.E., (2005) The Cambridge Handbook of Multimedia Learning, , Cambridge University Press. Google-Books-ID: SSLdo1MLIywC; Van Merriënboer, J.J.G., (1997) Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training, , Educational Technology. Google-Books-ID: o0I3IXLfXuAC; Miller, G.A., The magical number seven, plus or minus two: Some limits on our capacity for processing information (1956) The Psychological Review, 63, pp. 81-97. , http://cogprints.org/730, 1956; Murugavel, T., The problems of non-english medium engineering students and possible solutions (2011) The Indian Review of World Literature in English, 7 (11), pp. 1-4. , 2011; (2020) Global Flow of Tertiary-Level Students, , http://uis.unesco.org/en/uis-student-fow, UNESCO Institute of Statistics; Paas, F., Renkl, A., Sweller, J., Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture (2004) Instructional Science, 32 (1-2), pp. 1-8. , https://doi.org/10.1023/B:TRUC.0000021806.17516.d0, Jan. 2004; Paas, F.G.W.C., Van Merrienboer, J.J.G., Adam, J.J., Measurement of cognitive load in instructional research (1994) Perceptual and Motor Skills, 79 (1), pp. 419-430. , https://doi.org/10.2466/pms.1994.79.1.419, Aug. 1994; Pal, Y., Iyer, S., Classroom versus screencast for native language learners: Efect of medium of instruction on knowledge of programming (2015) Proceedings of the 2015 Acm Conference on Innovation and Technology in Computer Science Education-ITiCSE ', 15, pp. 290-295. , https://doi.org/10.1145/2729094.2742618, ACM Press, Vilnius, Lithuania; Paton, M.J., Why international students are at greater risk of failure: An inconvenient truth (2007) International Journal of Diversity in Organisations, Communities & Nations, 6 (6), pp. 101-111. , 2007; Peterson, L., Peterson, M.J., Short-term retention of individual verbal items (1959) Journal of Experimental Psychology, 58 (3), pp. 193-198. , https://doi.org/10.1037/h0049234, 1959; Qin, S., Hermans, E.J., Van Marle, H.J.F., Luo, J., Fernández, G., Acute psychological stress reduces working memory-related activity in the dorsolateral prefrontal cortex (2009) Biological Psychiatry, 66 (1), pp. 25-32. , https://doi.org/10.1016/j.biopsych.2009.03.006, July 2009; Mason, S.R., Crick, T., Davenport, J.H., Murphy, E., Language choice in introductory programming courses at australasian and uk universities (2018) Proceedings of the 49th Acm Technical Symposium on Computer Science Education, pp. 852-857. , https://doi.org/10.1145/3159450.3159547, ACM Press, Baltimore, Maryland, USA; Simon, H.A., Gilmartin, K., A simulation of memory for chess positions (1973) Cognitive Psychology, 5 (1), pp. 29-46. , https://doi.org/10.1016/0010-0285(73)90024-8, July 1973); Sweller, J., Cognitive load during problem solving: Efects on learning (1988) Cognitive Science, 12 (2), pp. 257-285. , https://doi.org/10.1207/s15516709cog1202-4, 1988; Sweller, J., (1999) Instructional Design. Number 43 in Australian Education Review, , ACER Press, Camberwell, Australia; Sweller, J., Element interactivity and intrinsic, extraneous, and germane cognitive load (2010) Educational Psychology Review, 22 (2), pp. 123-138. , https://doi.org/10.1007/s10648-010-9128-5, June 2010; Sweller, J., Cooper, G.A., The use of worked examples as a substitute for problem solving in learning algebra (1985) Cognition and Instruction, 2 (1), pp. 59-89. , https://doi.org/10.1207/s1532690xci0201-300933, March 1985); Yip, D.Y., Tsang, W.K., Cheung, S.P., Evaluation of the efects of medium of instruction on the science learning of hong kong secondary students: Performance on the science achievement test (2003) Bilingual Research Journal, 27 (2), pp. 295-331. , https://doi.org/10.1080/15235882.2003.10162808, July 2003)},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Leinonen202130,
author={Leinonen, J. and Denny, P. and Whalley, J.},
title={Exploring the Effects of Contextualized Problem Descriptions on Problem Solving},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={30-39},
doi={10.1145/3441636.3442302},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103264186&doi=10.1145%2f3441636.3442302&partnerID=40&md5=61e3a192ff4dcfc892e830b9385749c0},
affiliation={University of Helsinki, Finland; The University of Auckland, New Zealand; Auckland University of Technology, New Zealand},
abstract={Prior research has reported conflicting results on whether the presence of a contextualized narrative in a problem statement is a help or a hindrance to students when solving problems. On the one hand, results from psychology and mathematics seem to show that contextualized problems can be easier for students. On the other, a recent ITiCSE working group exploring the "problem description effect"found no such benefits for novice programmers. In this work, we study the effects of contextualized problems on problem-solving in an introductory programming course. Students were divided into three groups. Each group was given two different programming problems, involving linear equations, to solve. In the first group both problem statements used the same context while in the second group the context was switched. The third group was given problems that were mathematically similar to the other two groups, but which lacked any contextualized narrative. Contrary to earlier findings in introductory programming, our results show that context does have an effect on student performance. Interestingly depending on the problem, context either helped or was unhelpful to students. We hypothesize that these results are explained by a lack of familiarity with the context when the context was unhelpful, and by poor mathematical skills when the context was helpful. These findings contribute to our understanding of how contextualized problem statements affect novice programmers and their problem solving. © 2021 ACM.},
keywords={context;  contextualization;  novice programmers;  problem description;  problem representation;  story problems;  symbolic problems;  word problems},
keywords={Education computing, Introductory programming;  Introductory programming course;  Novice programmer;  Problem description;  Problem statement;  Programming problem;  Student performance;  Working groups, Students},
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On Computing Education Research (Koli, Finland) (Koli Calling '17), pp. 123-127. , Association for Computing Machinery, New York, NY, USA; Cummins, D.D., Kintsch, W., Reusser, K., Weimer, R., The role of understanding in solving word problems (1988) Cognitive Psychology, 20 (4), pp. 405-438. , 1988; Daroczy, G., Wolska, M., Detmar Meurers, W., Nuerk, H.-C., Word problems: A review of linguistic and numerical factors contributing to their difculty (2015) Frontiers in Psychology, 6, p. 348. , https://www.frontiersin.org/article/10.3389/fpsyg.2015.00348, 2015; De Corte, E., Verschafel, L., Children's solution processes in elementary arithmetic problems: Analysis and improvement (1981) Journal of Educational Psychology, 73 (6), pp. 765-779. , 1981; De Corte, E., Verschafel, L., The efect of semantic structure on frst graders' strategies for solving addition and subtraction word problems (1981) Journal for Research in Mathematics Education, 18 (5), pp. 363-381. , 1981; Denny, P., Becker, B.A., Craig, M., Wilson, G., Banaszkiewicz, P., Research this! Questions that computing educators most want computing education researchers to answer (2019) Proceedings of the 2019 Acm Conf. On International Computing Education Research (Toronto ON, Canada) (ICER '19), pp. 259-267. , ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., All syntax errors are not equal (2012) Proceedings of the 17th Acm Annual Conf. On Innovation and Technology in Computer Science Education, pp. 75-80. , ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., Codewrite: Supporting student-driven practice of java (2011) Proceedings of the 42nd Acm Technical Symposium on Computer Science Education., pp. 471-476; Denny, P., Prather, J., Becker, B.A., Albrecht, Z., Loksa, D., Pettit, R., A closer look at metacognitive scafolding: Solving test cases before programming (2019) Proceedings of the 19th Koli Calling International Conf. On Computing Education Research (Koli, Finland) (Koli Calling '19), 10p. , ACM, New York, NY, USA; DeWitt, J., Cicalese, C., Contextual integration: A framework for presenting social, legal, and ethical content across the computer security and information assurance curriculum (2006) Proceedings of the 3rd Annual Conf. On Information Security Curriculum Development (InfoSecCD '06), pp. 30-40. , Association for Computing Machinery, New York, NY, USA; Esper, S., Foster, S.R., Griswold, W.G., Codespells: Embodying the metaphor of wizardry for programming (2013) Proceedings of the 18th Acm Conf. On Innovation and Technology in Computer Science Education (Canterbury, England, UK) (ITiCSE '13), pp. 249-254. , Association for Computing Machinery, New York, NY, USA; Fisler, K., The recurring rainfall problem (2014) Proceedings of the Tenth Annual Conf. On International Computing Education Research (Glasgow, Scotland, United Kingdom) (ICER '14), pp. 35-42. , Association for Computing Machinery, New York, NY, USA; Forte, A., Guzdial, M., Motivation and nonmajors in computer science: Identifying discrete audiences for introductory courses (2005) Ieee Trans. On Educ., 48 (2), pp. 248-253. , May 2005; García, A., Jiménez, J.E., Hess, S., Solving arithmetic word problems: An analysis of classifcations as a function of difculty in children with and without arithmetic ld (2006) Journal of Learning Disabilities, 39 (3), pp. 270-281. , 2006; Geary, D.C., (1994) Children's Mathematical Development: Research and Practical Applications, , American Psychological Association; Griggs, R.A., Cox, J.R., The elusive thematic-materials efect in wason's selection task (1982) British Journal of Psychology, 73 (3), pp. 407-420. , 1982; Guzdial, M., Does contextualized computing education help? 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On International Computing Education Research., pp. 200-208; Lewis, A.B., Mayer, R.E., Students' miscomprehension of relational statements in arithmetic word problems (1987) Journal of Educational Psychology, 79 (4), pp. 363-371; Lovellette, E., Matta, J., Bouvier, D., Frye, R., Just the numbers: An investigation of contextualization of problems for novice programmers (2017) Proceedings of the 2017 Acm Sigcse Technical Symposium on Computer Science Education (Seattle, Washington, USA) (SIGCSE '17), pp. 393-398. , Association for Computing Machinery, New York, NY, USA; Manktelow, K.I., St B T Evans, J., Facilitation of reasoning by realism: Efect or non-efect? (1979) British Journal of Psychology, 70 (4), pp. 477-488. , 1979; Mason, R., Seton, C., Assessing international students: The role of cognitive load (2020) Proceedings of the Twenty-Second Australasian Computing Education Conf. (Melbourne, VIC, Australia) (ACE'20), pp. 160-166. , Association for Computing Machinery, New York, NY, USA; McCall, D., Kölling, M., A new look at novice programmer errors (2019) Acm Trans. Comput. Educ., 19 (4), 30p. , July 2019; Moran, M.D., Arguments for rejecting the sequential bonferroni in ecological studies (2003) Oikos, 100 (2), pp. 403-405. , 2003; Nathan, M.J., Kintsch, W., Young, E., A theory of algebra-word-problem comprehension and its implications for the design of learning environments (1992) Cognition and Instruction, 9 (4), pp. 329-389. , 1992; Nowaczyk, R.H., The relationship of problem-solving ability and course performance among novice programmers (1984) International Journal of Man-Machine Studies, 21 (2), pp. 149-160. , 1984; Pòlya, G., (1971) How to Solve It (2 Ed.), , Princeton University Press; Prather, J., Pettit, R., Becker, B.A., Denny, P., Loksa, D., Peters, A., Albrecht, Z., Masci, K., First things first: Providing metacognitive scafolding for interpreting problem prompts (2019) Proc. 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publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Indriasari202180,
author={Indriasari, T.D. and Luxton-Reilly, A. and Denny, P.},
title={Improving Student Peer Code Review Using Gamification},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={80-87},
doi={10.1145/3441636.3442308},
note={cited By 1; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103248324&doi=10.1145%2f3441636.3442308&partnerID=40&md5=a5b24529dc251c7177fd6f7b6da9ee1f},
affiliation={Universitas Atma Jaya Yogyakarta Indonesia, The University of Auckland New Zealand, Indonesia; The University of Auckland, New Zealand},
abstract={Peer code review has been shown to have several benefits for students, including the development of both technical skills and soft skills. However, a lack of motivation has been identified as one of the barriers to successful peer code review in programming courses. Low motivation may result in students avoiding or delaying their peer review tasks, reducing the potential benefits. In this study, gamification is used to overcome this barrier. We focus on motivating two behaviors: increasing the number of reviews submitted by students, and encouraging students to submit those reviews early. We conduct a randomized controlled study (N = 178) that compares the behavior of a control group engaged in peer code review using an online tool, with a gamification group that uses a modified version of the tool that includes targeted game elements. The results show a statistically significant difference in the number of submitted reviews between the control and gamification groups. Furthermore, the majority of students in the gamification group report that the game elements motivate them. Based on our findings, the game elements and game mechanics seem to be a promising method to motivate students in online peer code review activities. © 2021 ACM.},
keywords={code review;  computing education;  CS1;  gamification;  higher education;  peer code review;  peer review;  programming course},
keywords={Education computing;  Gamification;  Motivation, Control groups;  Game elements;  On-line tools;  Peer code review;  Potential benefits;  Programming course;  Statistically significant difference;  Technical skills, Students},
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publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Fletcher2021115,
author={Fletcher, A. and Mason, R. and Cooper, G.},
title={Helping students get IT: Investigating the longitudinal impacts of IT school outreach in Australia},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={115-124},
doi={10.1145/3441636.3442312},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103244523&doi=10.1145%2f3441636.3442312&partnerID=40&md5=f7c1d7d5a6e3110faecb85e7b2ce5e8b},
affiliation={Southern Cross University, Australia},
abstract={Australia is facing a shortfall in the number of appropriately skilled ICT workers needed for Australia's future workforce. One avenue to address this issue is for universities and stakeholders to conduct initiatives to attract prospective students to ICT courses, by building self-efficacy and positive attitudes towards ICT careers. Previous gender-focused interventions have reported immediate positive effects in female students' attitudes and confidence towards IT. There have been, however, no longer-term measures of the longitudinal changes of both male and female students' attitudes and self-efficacy towards IT from such interventions. This research sought to investigate and compare the longitudinal effects of three different levels of interventions for IT upon primary school-aged students' attitudes and self-efficacy towards computer programming and their interest to pursue programming. Immediate positive effects were generated by each of these interventions, which is consistent with previous research. A major finding of this research was that these immediate positive effects fade out over the following two school terms. This effect is significant with respect to students' interest in pursuing programming. This is a novel finding revealed by the longitudinal nature of this research project. Interest and self-efficacy behaved differently over time. While self-efficacy still incurred some fade-out over the two terms, the residual benefit after two school terms was that students' enhancement in self-efficacy had been retained above their initial baseline measures. Findings also indicate that the interventions may have different effects based on gender. © 2021 ACM.},
keywords={Cognitive Load Theory;  fade-out effects;  IT outreach programs;  Learning to program;  robotics;  self-efficacy},
keywords={Computer programming;  Education computing, Different effects;  Female students;  ICT course;  Longitudinal effect;  Positive attitude;  Primary schools;  Self efficacy;  Students' interests, Students},
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Investigating self-efcacy and self-Assessments at three universities (2020) Proceedings of the 2020 Acm Conference on International Computing Education Research (ICER '20), pp. 170-181. , https://doi.org/10.1145/3372782.3406273, Association for Computing Machinery, New York, NY, USA; Graham, S., Latulipe, C., Cs girl's rock: Sparking interest in computer science and debunking the stereotypes (2003) Proceedings of the 34th Sigcse Technical Symposium on Computer Science Education (SIGCSE '03), pp. 322-326. , https://doi.org/10.1145/611892.611998, ACM, New York, NY, USA; Hatlevik, O.E., Throndsen, I., Loi, M., Gudmunds-Dottir, G.B., Students' ict self-efcacy and computer and information literacy: Determinants and relationships (2018) Computers & Education, 118, pp. 107-119. , https://doi.org/10.1016/j.compedu.2017.11.011, March 2018; Hurst, D., Vocational students saddled with debts by private sector 'feeding frenzy' (2015) The Guardian, p. 1. , https://www.theguardian.com/australia-news/2015/oct/15/vocational-students-saddled-with-debts-by-private-sector-feeding-frenzy, Oct. 2015; Jenkins, T., Jenkins on the difculty of learning to program (2002) On the Difculty of Learning to Program, 1. , http://www.psy.gla.ac.uk/~steve/localed/jenkins.html, University of Glasgow, UK; Kallia, M., Sentance, S., Are boys more confdent than girls? The role of calibration and students' self-efcacy in programming tasks and computer science (2018) Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WiPSCE '18), pp. 1-4. , https://doi.org/10.1145/3265757.3265773, Association for Computing Machinery, New York, NY, USA; Lang, C., Craig, A., Fisher, J., Forgasz, H., Creating digital divas: Scafolding perception change through secondary school and university alliances (2010) Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '10), pp. 38-42. , https://doi.org/10.1145/1822090.1822103, ACM, New York, NY, USA; Malaquias, C., (2018) The Gonski 2.0 Report: Cautious Optimism for Inclusive Education, , http://www.startingwithjulius.org.au/the-gonski-2-0-report; Library Catalog, , www.startingwithjulius.org.au, Section: SWJ Included-Inclusion in Education; Mason, R., (2012) Designing Introductory Programming Courses: The Role of Cognitive Load, , http://epubs.scu.edu.au/theses/307, Ph.D. Dissertation. Southern Cross University; Mason, R., Cooper, G., Comber, T., Girls get it (2011) Acm Inroads, 2 (3), pp. 71-77. , https://doi.org/10.1145/2003616.2003638, Sept. 2011; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Ben-David Kolikant, Y., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year cs students (2001) Acm Sigcse Bulletin, 33 (4), pp. 125-180. , https://doi.org/10.1145/572139.572181, Dec. 2001; McLean, A., (2016) Young Australians Are Ill-Prepared for a Digital Economy: Infosys, , http://www.zdnet.com/article/young-Australians-Are-ill-prepared-for-A-digital-economy-infosys; Morrison, B.B., Dorn, B., Guzdial, M., Measuring cognitive load in introductory cs: Adaptation of an instrument (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research (ICER '14), pp. 131-138. , https://doi.org/10.1145/2632320.2632348, Association for Computing Machinery, Glasgow, Scotland, United Kingdom; (2019) Support for Science, Technology, Engineering and Mathematics (STEM) | Department of Education, Australian Government, , https://www.education.gov.au/support-science-technology-engineering-And-mathematics, Department of Education; (2019) Advancing Women in Stem. Technical Report. Australian Government., 30p. , Department of Industry Innovation and Science; (2020) Robotics and Ict Workshops, , https://www.eait.uq.edu.au/robotics-ict, University of Queensland; (2012) The 5 Basic Concepts of Any Programming Language-Concept #5, , https://howtoprogramwithjava.com/the-5-basic-concepts-of-Any-programming-language-concept-5, Trevor Page; Ramalingam, V., LaBelle, D., Wiedenbeck, S., Self-efcacy and mental models in learning to program (2004) Proceedings of the 9th Annual Sigcse Conference on Innovation and Technology in Computer Science Education (ITiCSE '04), pp. 171-175. , https://doi.org/10.1145/1007996.1008042, Association for Computing Machinery, New York, NY, USA; Roberts, M.R.H., McGill, T., Koppi, T., What students are telling us about why they left their ict course (2011) Innovation in Teaching and Learning in Information and Computer Sciences, 10 (3), pp. 68-83. , https://doi.org/10.11120/ital.2011.10030068, Nov. 2011); https://doi.org/10.11120/ital.2011.10030068, Publisher: Routledge-eprint; Robertson, A., (2019) The Jobs Are There but the Skilled Workers aren'T, Australian Tech Firms Says, , https://www.abc.net.au/news/2019-08-24/jobs-Are-waiting-to-be-created-but-skilled-workers-lacking/11442270; (2015) Robogals, , http://www.robogals.org/about-us, Robogals; (2015) RoboMind Academy, , https://www.robomindacademy.com/robomind/home, Robomind; (2019) Robotics Classes. Coding Classes. School Holidays Camps, , https://runstem.com.au, RUNSTEM, STEM School; Salter, J., (2013) Coding for Kids: School Children Learn Computer Programming, , http://www.telegraph.co.uk/technology/10468460/Coding-for-kids-schoolchildren-learn-computer-programming.html; Sparks, S.D., Studies explore reasons for 'fade-out' efect-education week (2016) Education Week, 35, pp. 10-11. , https://www.edweek.org/ew/articles/2016/01/27/studies-explore-reasons-for-fade-out-efect.html, Jan. 2016; Stamouli, I., Huggard, M., Object oriented programming and program correctness: The students' perspective (2006) Proceedings of the Second International Workshop on Computing Education Research (ICER '06), pp. 109-118. , https://doi.org/10.1145/1151588.1151605, Association for Computing Machinery, Canterbury, United Kingdom; Steinhorst, P., Petersen, A., Vahrenhold, J., Revisiting self-efcacy in introductory programming (2020) Proceedings of the 2020 Acm Conference on International Computing Education Research (ICER '20), pp. 158-169. , https://doi.org/10.1145/3372782.3406281, Association for Computing Machinery, New York, NY, USA; (2019) Stemlook, , https://stemlook.com.au, Stemlook; Sweller, J., Cognitive load during problem solving: Efects on learning (1988) Cognitive Science, 12 (2), pp. 257-285. , https://doi.org/10.1016/0364-0213(88)90023-7, June 1988); Sweller, J., (1999) Instructional Design in Technical Areas. Number 43 in Australian Education Review, , ACER Press, Camberwell. OCLC: 248572730; Sweller, J., Cognitive load theory and computer science education (2016) Sigcse ' 16: Proceedings of the 47th Acm Technical Symposium on Computing Science Education, p. 1. , https://doi.org/10.1145/2839509.2844549, ACM Press, Sydney, NSW 2052, Australia; Sweller, J., Ayres, P., Kalyuga, S., Cogntivie laod theory (2011) Cognitive Load Theory, pp. 71-85. , https://doi.org/10.1007/978-1-4419-8126-4-6, Springer, New York, NY; Szabo, C., Sheard, J., Luxton-Reilly, A., Becker, S.B.A., Ott, L., Fifteen years of introductory programming in schools: A global overview of k-12 initiatives (2019) Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli Calling '19), pp. 1-9. , https://doi.org/10.1145/3364510.3364513, Association for Computing Machinery, Koli, Finland; Teague, D., (2015) Neo-Piagetian Theory and the Novice Programmer, , Ph.D. Dissertation. Queensland University of Technology; (2019) Thinklum-Robotics Classes for Kids, Online Stem School, Robot Coding, , https://thinklum.com, Thinklum; (2019) Southern Cross University, , https://www.scu.edu.au/school-of-environment-science-And-engineering/events/scu-robotics-club.php, Southern Cross University; Webb, H.C., Rosson, M.B., Exploring careers while learning alice 3d: A summer camp for middle school girls (2011) Proceedings of the 42Nd Acm Technical Symposium on Computer Science Education (SIGCSE '11), pp. 377-382. , https://doi.org/10.1145/1953163.1953275, ACM, New York, NY, USA; Werner, L.L., Campe, S., Denner, J., Middle school girls + games programming = information technology fluency (2005) Proceedings of the 6th Conference on Information Technology Education (SIGITE '05), pp. 301-305. , https://doi.org/10.1145/1095714.1095784, Association for Computing Machinery, New York, NY, USA; Wing, J., Computational thinking (2006) Commun. Acm, 49 (3), pp. 33-35. , https://doi.org/10.1145/1118178.1118215, March 2006; Wing, J., Computational thinking (2009) Journal of Computing Sciences in Colleges, 24 (6), pp. 6-7. , June 2009; Woon, H.-C., Bau, Y.-T., Difculties in learning c++ and gui programming with qt platform: View of students (2017) Proceedings of the 2017 International Conference on E-commerce, E-Business and E-Government (ICEEG 2017), pp. 15-19. , https://doi.org/10.1145/3108421.3108429, Association for Computing Machinery, Turku, Finland; Zvoch, K., Watts, T.W., Magnuson, K., Clements, D., Sarama, J.H., Wolfe, C.B., Spitler, M.E., Investigation of the long term efect of a summer literacy program on student reading performance (2019) Studies in Educational Evaluation, 62, pp. 111-117. , https://doi.org/10.1016/j.stueduc.2019.05.005, Sept. 2019},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Picardo202173,
author={Picardo, V. and Denny, P. and Luxton-Reilly, A.},
title={Lecture Recordings, Viewing Habits, and Performance in an Introductory Programming Course},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={73-79},
doi={10.1145/3441636.3442307},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103243062&doi=10.1145%2f3441636.3442307&partnerID=40&md5=83bf003f8812ac45eade6bbeb1b0880a},
affiliation={The University of Auckland, New Zealand},
abstract={Lecture recordings are a common and useful resource for students due to the flexibility they provide. Recent rapid shifts to online modes of teaching have made recorded lectures especially valuable as many students rely on them to access course content. As a result, there is a pressing need to understand how students consume lecture content via recordings and what patterns of access are effective. In this research, we investigate the common lecture recording viewing behaviors of students and the relationship between lecture recording viewing and academic performance in a first-year programming course. Several trends were observed. A significant positive correlation between lecture recording views and final grades was identified. Students who repeated the course after failing it once, achieved, on average, higher grades if they had more lecture recording views in their second attempt. A small number of students engaged in habitual "binge-watching"behavior and those students had lower grades, on average, than students who watched more regularly. This was a particular problem for repeating students, attempting the course a second time, who failed the course at twice the rate if they engaged in habitual binge-watching. Although lecture recordings appear to be a helpful learning resource for students in introductory programming courses, this work suggests that binge-watching is an unproductive study strategy that should be discouraged. © 2021 ACM.},
keywords={binge-watching;  CS1;  lecture recording;  pedagogy;  repeating students;  student behaviour;  student performance;  video;  viewing habits},
keywords={Curricula;  Education computing;  Electronic document exchange, Academic performance;  Course contents;  First year programming;  Introductory programming course;  Learning resource;  Lecture recording;  Positive correlations;  Rapid shifts, Students},
references={Angrave, L., Zhang, Z., Henricks, G., Mahipal, C., Who benefts? Positive learner outcomes from behavioral analytics of online lecture video viewing using classtranscribe (2020) Proceedings of Sigsce '20: The 51st Acm Technical Symposium on Computer Science Education (SIGCSE '20), pp. 1193-1199. , https://doi.org/10.1145/3328778.3366953, ACM, New York, NY, USA; Dickson, P.E., Warshow, D.I., Goebel, A.C., Roache, C.C., Student reactions to classroom lecture capture (2012) Proceedings of the 17th Acm Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2012), pp. 144-149. , https://doi.org/10.1145/2325296.2325334, ACM, New York, NY, USA; Fitzgibbon, K., Prior, J., Students' early experiences and university interventions-A timeline to aid undergraduate student retention (2006) Widening Participation and Lifelong Learning, 8 (3), pp. 17-27. , Dec. 2006; Flayelle, M., Maurage, P., Di Lorenzo, K.R., Vögele, C., Gainsbury, S.M., Billieux, J., Binge-watching: What do we know so far? A first systematic review of the evidence (2020) Current Addiction Reports, 7, pp. 44-60. , https://doi.org/10.1007/s40429-020-00299-8, Jan. 2020; Gal-Ezer, J., Vilner, T., Zur, E., The professor on your pc, a virtual cs1 course (2009) Proceedings of the 14th Annual Acm Sigcse Conference on Innovation and Technology in Computer Science Education (ITiCSE 2009), pp. 191-195. , https://doi.org/10.1145/1562877.1562938, ACM, New York, NY, USA; Jansen, R.S., Lakens, D., IJsselsteijn, W., An integrative review of the cognitive costs and benefts of note-taking (2017) Educational Research Review, 22, pp. 223-233. , https://doi.org/10.1016/j.edurev.2017.10.001, Oct. 2017; Konecki, M., Video lectures as a mean of achieving better results in introductory programming courses (2014) Ijret: International Journal of Research in Engineering and Technology, 3, p. 17. , Dec. 2014; Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K.P., Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by diferent groups of students (2013) Computers & Education, 61 (1), pp. 185-192. , https://doi.org/10.1016/j.compedu.2012.09.011, Sept. 2013; Manley, E.D., Urness, T.M., Video-based instruction for introductory computer programming (2014) Journal of Computing Sciences in Colleges, 29, p. 5. , May 2014; McGowan, A., Hanna, P., How video lecture capture afects student engagement in a higher education computer programming course: A study of attendance, video viewing behaviours and student attitude (2015) Proceedings of the EChallenges e-2015 Conference (EChallenges 2015), pp. 1-8. , https://doi.org/10.1109/eCHALLENGES.2015.7440966, IEEE, New York, NY; McGowan, A., Hanna, P., Greer, D., Busch, J., Video makes the coding star (2018) Proceedings of the 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (MIPRO 2018), pp. 610-615. , https://doi.org/10.23919/MIPRO.2018.8400115, IEEE, New York, NY; McKinlay, N., The vanishing student trick-the trouble with recording lectures (2017) Proceedings of the 6th Teaching Matters Conference Showcasing Innovation, , Tasmanian Institute of Learning and Teaching, University of Tasmania, Tasmania, Australia; Phillips, R., Maor, D., Preston, G., Cumming-Potvin, W., Exploring learning analytics as indicators of study behaviour (2012) Proceedings of World Conference on Multimedia, Hypermedia and Telecommunications, , Association for the Advancement of Computing in Education (AACE), Denver, Colorado; Pinder-Grover, T., Millunchick, J.M., Bierwert, C., Shuller, L., The efcacy of screencasts on diverse students in a large lecture course (2009) American Society for Engineering Education, , 2009; Settle, A., Davidson, M.J., Dettori, L., Does lecture capture make a diference for students in traditional classrooms (2011) Proceedings of the 16th Annual Sigcse Conference on Innovation and Technology in Computer Science Education (ITiCSE 2011), pp. 78-82. , https://doi.org/10.1145/1999747.1999772, ACM, New York, NY; Sinclair, J., Aho, A.-M., Try to see it my way-how students view the use of lecture capture (2018) Learning Technology for Education Challenges (LTEC 2018), 870, pp. 142-154. , https://doi.org/10.1007/978-3-319-95522-3-13, Springer, Cham, Ẑilina, Slovakia; Smith, G., Fidge, C., On the efcacy of prerecorded lectures for teaching introductory programming (2008) Proceedings of the Tenth Conference on Australasian Computing Education (ACE 2008), pp. 129-136. , ACM, New York, NY; Van Gog, T., Paas, F., Cognitive load measurement (2012) Encyclopedia of the Sciences of Learning, pp. 599-601. , https://doi.org/10.1007/978-1-4419-1428-6-412, Norbert M. Seel (Ed.). Springer US, Boston, MA; Vilner, T., Zur, E., Sagi, R., Integrating video components in cs1 (2012) Proceedings of the 43rd Acm Technical Symposium on Computer Science Education (SIGCSE 2012), pp. 123-128. , https://doi.org/10.1145/2157136.2157176, ACM, New York, NY; Von Konsky, B.R., Ivins, J., Gribble, S., Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns (2009) Australasian Journal of Educational Technology, 25, p. 4. , https://doi.org/10.14742/ajet.1130, Sept. 2009); Zupancic, B., Horz, H., Lecture recording and its use in a traditional university course (2002) Proceedings of the 7th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2002), pp. 24-28. , https://doi.org/10.1145/544414.544424, ACM, New York, NY},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Whalley202039,
author={Whalley, J. and Ogier, H.},
title={Learning journals in creative programming assessments: Exposing bugs, issues, and misconceptions},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={39-47},
doi={10.1145/3373165.3373170},
note={cited By 0; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079329666&doi=10.1145%2f3373165.3373170&partnerID=40&md5=30bba710a111cf1bd7ba62a0a323be89},
affiliation={Computer Science Auckland University of Technology, Auckland, New Zealand; Software Engineering Research Lab, Auckland University of Technology, Auckland, New Zealand},
abstract={This practice paper presents our initial exploration of learning journals as a potential source of information for guiding teaching and learning in creative student-directed programming assessments. Student learning journals were systematically analyzed in order to explore the bugs and misconceptions of novice programmers taking a graphics-programming course. From this analysis emerged common codes and higher-level themes that provided insight into student learning. The results of this case study suggest that learning journals are a rich source of data through which to explore and improve the teaching and learning of creative programming. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02…$15.00},
keywords={Assessment;  Bugs;  Computer graphics;  Learning journal;  Misconceptions;  Novice programmers;  Thematic coding},
keywords={Computer graphics;  Education computing;  Teaching, Assessment;  Bugs;  Learning journals;  Misconceptions;  Novice programmer;  Thematic coding, Students},
references={Should I start with fixed-function-pipeline OpenGL or the newest possible? (2016) GameDev, , https://www.gamedev.net/forums/topic/677490-should-i-start-with-fixedfunction-pipeline-opengl-or-the-newest-possible/, net. Retrieved October 1, 2019 from; Arvanitis, T.N., Todd, M.J., Gibb, A., Orihashi, E., Understanding students' problem-solving performance in the context of programming-in-the-small: An ethnographic field study (2001) 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings, , https://doi.org/10.1109/FIE.2001.963676, F1D-20-3, Cat. 01CH37193; Bell, A., Kelton, J., McDonagh, N., Mladenovic, R., Morrison, K., A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking (2011) Assess. Eval. High. Educ., 36 (7), pp. 797-815. , https://doi.org/10.1080/02602938.2010.488795, 2011; Biggs, J., Collis, K., (1982) Evaluating the Quality of Learning: The SOLO Taxonomy, , New York: Academic Press; Bulmer, M., (2010) Technology for Nurture in Large Classes, , https://ltr.edu.au/resources/BulmerUQFellowshipreportMarch10.pdf, Retrieved from; Chmiel, R., Loui, M.C., An integrated approach to instruction in debugging computer programs (2003) 33rd Annual Frontiers in Education, 2003. FIE, , https://doi.org/10.1109/FIE.2003.1266016, 2003., S4C_1-S4C_6; Clarkeburn, H., Kettula, K., Fairness and using reflective journals in assessment (2012) Teach. High. Educ., 17 (4), pp. 439-452. , https://doi.org/10.1080/13562517.2011.641000, 2012; Fincher, S., Barnes, D.J., Bibby, P., Bown, J., Bush, V., Campbell, P., Cutts, Q., Whyley, C., Some good ideas from the disciplinary commons (2006) 7th Annu. Conf. High. Educ. Acad. Inf. Comput. Sci., pp. 153-158. , https://kar.kent.ac.uk/14442/, 2006; George, S.E., Learning and the reflective journal in computer science (2002) J. Aust. Comput. Sci. Commun., 24 (1), pp. 77-86. , https://doi.org/10.1145/563857.563811, 2002; Glaser, B.G., Strauss, A.L., (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research, , Adline, Chicago; Humphery, W.S., (2005) Introduction to the Personal Software Process, , Addison-Wesley Professional, Reading, MA; JogAmp, (2019) JavaTM Binding for the OpenGL® API, , https://jogamp.org/, Retrieved October 1; Lister, R., Clear, T., Bouvier, D.J., Carter, P., Eckerdal, A., Jacková, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: Analyzing examination responses to study the novice programmer (2009) SIGCSE Bull, 41 (4), pp. 156-173. , 2009; Nysjö, J., Hast, A., Teaching OpenGL and computer graphics with programmable shaders (2015) Proceedings of SIGRAD 2015, pp. 32-34. , http://www.ep.liu.se/ecp/120/009/ecp15120009.pdf, Retrieved from; Stacy, E.M., Cain, J., Note-taking and handouts in the digital age (2015) Am. J. Pharm. Educ., 79, p. 7. , https://doi.org/10.5688/ajpe797107, 2015); Wagner, Z.M., Using student journals for course evaluation (1999) Assess. Eval. High. Educ., 24 (3), pp. 261-272. , https://doi.org/10.1080/0260293990240301, 1999; Wong, S.H.S., Thompson, E., Beaumont, A., Reflective journals: Can they be used to identify struggling students? (2015) 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McGill20201,
author={McGill, T. and Hobbs, V. and Pigott, D.},
title={Integrating research into information technology education},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={1-10},
doi={10.1145/3373165.3373166},
note={cited By 0; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079327910&doi=10.1145%2f3373165.3373166&partnerID=40&md5=180b790ce2def69236237697cf36f849},
affiliation={Information Technology, Mathematics and Statistics Murdoch University, Perth, WA, Australia},
abstract={Given the centrality of research and innovation to the information technology (IT) industry, teaching IT students about research is important and can potentially provide students with a range of benefits. This study investigated student perceptions of their achievement of the proposed benefits of explicit inclusion of research into undergraduate information technology degrees. Students enrolled in one or both of two dedicated research skills courses that first introduce them to information technology research and then allow them to undertake a complete research project were surveyed about their perceptions of the benefits of undertaking the courses. The results showed that they considered increased learning about information technology to be the major benefit, followed by improved lifelong learning and employability skills. The study also explored the factors proposed to determine whether students gain these benefits, and found motivation positively influenced whether students believed they had achieved these benefits. Beliefs and extent of participation in research also played a role in achievement of perceived benefits but influenced different subsets of them. This improved understanding of integration of research into information technology education should provide guidance to academics as they design courses and degrees that support achievement of these benefits. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02…$15.00},
keywords={Computing education;  Information technology education;  Research-led teaching;  Research-teaching nexus},
keywords={Curricula;  Education computing;  Teaching, Computing education;  Employability skills;  Information technology education;  Integrating research;  Life long learning;  Perceived benefits;  Provide guidances;  Student perceptions, Students},
references={Malcolm, M., A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education (2014) Higher Education, 67 (3), pp. 289-301; Turner, N., Wuetherick, B., Healey, M., International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research‐based teaching and learning (2008) International Journal for Academic Development, 13 (3), pp. 199-211; Visser-Wijnveen, G.J., van der Rijst, R.M., van Driel, J.H., A questionnaire to capture students' perceptions of research integration in their courses (2016) Higher Education, 71 (4), pp. 473-488; Stappenbelt, B., The effectiveness of the teaching-research nexus in facilitating student learning (2013) Engineering Education, 8 (1), pp. 111-121; McGill, T., Armarego, J., Koppi, T., The Teaching-Research-Industry-Learning nexus in information and communications technology (2012) ACM Transactions on Computing Education, 12 (1). , Article; Strazdins, P., (2007) Research Based Education in Computer Science Teaching, , TR-CS-07-05, Australian National University; White, S., Irons, A., Relating research and teaching: Learning from experiences and beliefs (2009) Proceedings of the 14th Annual Conference on Innovation and Technology in Computer Science Education, pp. 75-79; Healey, M., Linking research and teaching: Exploring disciplinary spaces and the role of the inquiry-based learning (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching, pp. 67-78. , Barrett, R. Ed, Open University Press; Brennan, L., Academics' conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development (2019) Learning and Instruction, 60, pp. 301-309; Neumann, R., Perceptions of the teaching-research nexus: A framework for analysis (1992) Higher Education, 23 (2), pp. 159-171; Duff, A., Marriott, N., The teaching-research gestalt: The development of a discipline-based scale (2016) Studies in Higher Education, 42 (12), pp. 1-15; Hattie, J., Marsh, H.W., The relationship between research and teaching: A meta-analysis (1996) Review of Educational Research, 66 (4), pp. 507-542; Robertson, J., Bond, C., Being in the university (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching, , Barnett, R. Ed, McGraw-Hill/Open University Press; Zhu, L., Pan, W., Application of research-informed teaching in the taught-postgraduate education of maritime law (2015) Innovations in Education and Teaching International, 54 (5), pp. 1-10; Wilkin, C.L., Enhancing the AIS curriculum: Integration of a research-led, problem-based learning task (2014) Journal of Accounting Education, 32 (2), pp. 185-199; Bubou, G.M., Offor, I.T., Bappa, A.S., Why research-informed teaching in engineering education? A review of the evidence (2017) European Journal of Engineering Education, 42 (3), pp. 323-335; Magnell, M., Söderlind, J., Geschwind, L., Teaching-research nexus in engineering education (2016) Proceedings of the 12th International CDIO Conference, pp. 1004-1015; Healey, M., The research-teaching nexus: A case study of students' awareness, experiences and perceptions of research (2010) Innovations in Education and Teaching International, 47 (2), pp. 235-246; White, S., Irons, A., The research teaching nexus in the computing disciplines: A comparative survey (2007) Proceedings of the Informatics Education Europe II Conference, pp. 1-10; Hannon, C., Huber, M., Burnell, L., Research to classroom: Experiences from a multi-institutional course in smart home technologies (2005) Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, pp. 121-125; Thomas, R.C., Mancy, R., Use of large databases for group projects at the nexus of teaching and research (2004) Proceedings of the 9th Annual Conference on Innovation and Technology in Computer Science Education, pp. 161-165; Wu, Y., Sankar, C.S., Impact of hands-on research experience on students' learning in an introductory management information system course (2013) Decision Sciences Journal of Innovative Education, 11 (4), pp. 335-358; (2012) White Paper, , https://www.murdoch.edu.au/TNE/_document/MUCC-White-Paper.pdf; Weinman, J., Jensen, D., Lopatto, D., Teaching computing as science in a research experience (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pp. 24-29; Khmelevsky, Y., Research and teaching strategies integration at post-secondary programs (2011) Proceedings of the 16th Western Canadian Conference on Computing Education, pp. 57-60; Visser‐Wijnveen, G.J., Relating academics' ways of integrating research and teaching to their students' perceptions (2012) Studies in Higher Education, 37 (2), pp. 219-234; Barker, L., Student and faculty perceptions of undergraduate research experiences in computing (2009) ACM Transactions on Computing Education, 9 (1). , Article; Verburgh, A., Elen, J., The role of experienced research integration into teaching upon students' appreciation of research aspects in the learning environment (2011) International Journal of University Teaching and Faculty Development, 1 (4), pp. 1-14; Vereijken, M.W.C., Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement (2016) Innovations in Education and Teaching International, 55 (4), pp. 1-8; Buckley, C.A., Student and staff perceptions of the research-teaching nexus (2011) Innovations in Education and Teaching International, 48 (3), pp. 313-322; Eccles, J.S., Wigfield, A., Motivational beliefs, values, and goals (2002) Annual Review Psychology, 53 (1), pp. 109-132; Nunnally, J.C., (1978) Psychometric Theory, , McGraw-Hill, 2nd edn; Koppi, T., (2013) Addressing ICT Curriculum Recommendations from Surveys of Academics, Workplace Graduates and Employers, , http://www.olt.gov.au/system/files/resources/PP9_1274_Ogunbona_Report_2013.pdf; (2013) ICT Workforce Study, , http://www.awpa.gov.au/publications/Documents/ICT-STUDY-FINAL-28JUNE-2013.pdf; Koppi, T., Naghdy, F., (2009) Managing Educational Change in the ICT Discipline at the Tertiary Education Level, , http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_dbi_report_changeICT_uow_mar09.pdf; McGill, T., Armarego, J., Koppi, T., Australian academic leaders' perceptions of the Teaching-Research-Industry-Learning Nexus in information and communications technology education (2014) International Journal of Information and Communication Technology Education, 10 (1), pp. 94-103; McGill, T., Koppi, T., Armarego, J., ICT industry involvement with ICT education and research in universities: Industry perceptions (2015) Innovation in Teaching and Learning in Information and Computer Sciences; Freeman, S., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, 111 (23), pp. 8410-8415},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ott2020132,
author={Ott, C. and Liesaputra, V.},
title={Industry-focused projects in an intense one-year ICT programme},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={132-141},
doi={10.1145/3373165.3373180},
note={cited By 1; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079320432&doi=10.1145%2f3373165.3373180&partnerID=40&md5=da866de94ce2ddeb609b0d9eed85bf2b},
affiliation={Dept. Information Science, University of Otago, Dunedin, New Zealand; Dept. Computer Science, University of Otago, Dunedin, New Zealand},
abstract={Project-based learning (PJBL) and studio-based learning (SBL) are alternative methods of learning characterised by aspects like collaboration, authenticity of problems, process-focus, student self-management, and continuous reflection. Those teaching approaches deviate significantly from traditional forms of teaching and learning, raising questions about applicability and effectiveness. We integrated industry-focused project work into a one-year postgraduate programme teaching non-IT graduates information and communication technology skills and knowledge. Over a period of three years with an increasing number of student enrolments and in close collaboration with industry partners we put elements of PJBL and SBL in action. As coordinators of this programme we are reflecting on our experiences and can show that in our context industry-focused project work is an effective form of learning. We hope that our observations and findings will inform and inspire other teachers and researchers to implement aspects of PJBL and SBL as overarching concepts in their learning contexts. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={ICT training;  Industry-focused projects},
keywords={Education computing, Collaboration with industries;  Information and Communication Technologies;  Learning context;  Project based learning;  Self management;  Student enrolment;  Teaching and learning;  Teaching approaches, Students},
references={(2019) Study with Us, , https://www.ictgraduateschool.ac.nz/study, October 2019). Retrieved October 11, 2019 from; Braun, R., Brookes, W., Hadgraft, R., Chaczko, Z., Assessment design for studio-based learning (2019) Proc. Of the 21St Australasian Computing Education Conference on - ACE, 19, pp. 106-111. , January 2019; Breiter, A., Görschwin, F., Drechsler, R., Project-based learning in student teams in computer science education (2005) Facta Universitatis-Series: Electronics and Energetics, 18 (2), pp. 165-180. , 2005; Carbone, A., Sheard, J., A studio-based teaching and learning model in IT (2002) ACM SIGCSE Bulletin, 34 (3), pp. 213-217. , June 2002; Carter, A.S., Hundhausen, C.D., A review of studio-based learning in computer science (2011) Journal of Computing Sciences in Colleg¬ Es, 27 (1), pp. 105-111. , 2011; Cennamo, K., Managing the complexity of design problems through studio-based learning (2011) Interdisciplinary Journal of Problem-Based Learning, 5 (2), p. 53. , 2011; Docherty, M., Sutton, P., Brereton, M., Kaplan, S., An innovative design and studio-based CS degree (2001) ACM SIGCSE Bulletin, 33 (1), pp. 233-237. , February 2001; Hendrix, D., Myneni, L., Narayanan, H., Ross, M., Implementing studio-based learning in CS2 (2010) Proceedings of the 41st ACM Technical Symposium on Computer Science Education - SIGCSE, 10, pp. 505-509. , March 2010; Hundhausen, C.D., Fairbrother, D., Petre, M., An empirical study of the "prototype walkthrough (2012) ACM Transactions on Computer-Human Interaction, 19 (4), pp. 1-36. , December 2012; Hundhausen, C.D., Narayanan, H., Crosby, M.E., Exploring studio-based instructional models for computing education (2008) ACM SIGCSE Bulletin, 40 (1), pp. 392-396. , March 2008; Larmer, J., (2015) Gold Standard PBL: Essential Project Design Elements, , https://www.pblworks.org/blog/gold-standard-pbl-essential-project-designelements, April 2015). Retrieved October 4, 2019 from; Lundqvist, K., Anslow, C., Homer, M., Bubendorfer, K., Carnegie, D., An agile conversion masters degree programme in software development (2018) Proc. Of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE, 18. , 2018; (2019) ICT Graduate Schools, , https://www.tec.govt.nz/funding/fundingand-performance/funding/fund-finder/ict-graduate-schools/, May 2019). Retrieved October 11, 2019 from; Nurkkala, T., Brandie, S., Software studio (2011) Proc. Ofthe 42nd ACM Technical Symposium on Computer Science Education - SIGCSE, 11, pp. 153-158. , 2011; Polo, B.J., Silva, P.A., Crosby, M.E., Applying studio-based learning methodology in computer science education to improve 21st century skills (2018) Learning and Collaboration Technologies. Learning and Teaching Lecture Notes in Computer Science, pp. 361-375. , 2018; Prior, J., Connor, A., Leaney, J., Things coming together (2014) Proc. Of the 2014 Conference on Innovation & Technology in Computer Science Education - ITiCSE, 14, pp. 129-134. , 2014; Gary, K., Project-based learning (2015) Computer, 48 (9), pp. 98-100. , 2015; Prior, J., Ferguson, S., Leaney, J., Reflection is hard: Teaching and learning reflective practice in a software studio (2016) Proceedings of the Australasian Computer Science Week Multiconference on - ACSW, 16. , 2016; (2019) Want to Shift into a Tech Role?, , https://signal.ac.nz/, October 2019). Retrieved October 11, 2019 from; Silva, P.A., Polo, B.J., Crosby, M.E., Adapting the studio based learning methodology to computer science education (2017) New Directions for Computing Education, pp. 119-142. , 2017; (2019) Study Information and Communications Technology, , https://www.otago.ac.nz/courses/subjects/ictc.html, October 2019). Retrieved October 11, 2019 from; (2019) Programmes, , https:wellingtonict.ac.nz/programmes/, October 2019). Retrieved October 11, 2019 from; Bull, C.N., Whittle, J., Supporting reflective practice in software engineering education through a studio-based approach (2014) IEEE Software, 31 (4), pp. 44-50. , 2014; Taylor-Smith, E., Smith, S., Fabian, K., Berg, T., Meharg, D., Bridging the digital skills gap: Are computing degree apprenticeships the answer? (2019) Proc. Of the 24th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'19), pp. 126-132; (2017) Information Technology Curricula 2017: Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology, , ACM, New York, NY, USA; Tuomivaara, S., Lindholm, H., Känsälä, M., Short-term physiological strain and recovery among employees working with agile and lean methods in software and embedded ICT systems (2017) International Journal of Human-Computer Interaction, 33 (11), pp. 857-867. , 2017; Reay, D., Ball, S., David, M., It's taking me a long time but I'll get there in the end': Mature students on access courses and higher education choice (2002) British Educational Research Journal, 28 (1), pp. 5-19. , 2002; Richardson, J.T.E., Mature students in higher education: H. An investigation of approaches to studying and academic performance (1995) Studies in Higher Education, 20 (1), pp. 5-17. , 1995; Kirton, A., Lessons from access education (1999) Tackling Disaffection and Social Exclusion, , 1999; Tu, Y.-C., Dobbie, G., Warren, I., Meads, A., Grout, C., An experience report on a boot-camp style programming course (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE, 18, pp. 509-514. , 2018},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}

@ARTICLE{Mertz2020317,
author={Mertz, P.S. and Neiles, K.Y.},
title={Integrating Professional Skills into the Curriculum: A Summary of Findings and First Steps},
journal={ACS Symposium Series},
year={2020},
volume={1365},
pages={317-324},
doi={10.1021/bk-2020-1365.ch018},
note={cited By 0},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098747378&doi=10.1021%2fbk-2020-1365.ch018&partnerID=40&md5=7f483a2a865231e490b5294cfe16ab8b},
affiliation={Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland  20686, United States},
abstract={There is a need to integrate professional skills into undergraduate chemistry curricula to prepare students for graduate school and the workforce. This book illustrates multiple approaches to develop and integrate professional skills into curricula including 1) incorporating professional skills as part of a course or a few courses, 2) developing entire courses such as seminars, 3) scaffolding within multiple courses across the curricula, and 4) building programs such as a new minor. This chapter will overview the focus of each chapter in the book and highlight key features. The editors intend this summary to increase the usability of the volume by providing encouragement and advice, so readers will be empowered to adopt some of the ideas at their own institutions. © 2020 American Chemical Society. All rights reserved.},
keywords={Professional aspects;  Scaffolds;  Students, Building projects;  Graduate schools;  Key feature;  Multiple course;  Professional skills;  Undergraduate chemistry, Curricula},
references={Neiles, K.Y., Mertz, P.S., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Professional Skills in Chemistry and Biochemistry Curricula: A Call to Action (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 1; Fair, J.D., Kondo, A.E., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Identifying In-Demand Skills of the Chemical Industry (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 2; Blake, N., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Tricks of the Trade... Preparing Undergrads for Graduate STEM Programs (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 3; Mertz, P.S., Neiles, K.Y., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Scaffolding Career Skills into the Undergraduate Curriculum Utilizing a Backward Design Approach (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 4; Vincent-Ruz, P., Neiles, K.Y., Mertz P.S., and, Fair, J.D., What Does it Mean to Think like a Chemist? (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 5; York, S., Fowler, W.C., Orgill, M., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Thoughts on Using Systems Thinking to Develop Chemistry Students' Professional Skills (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 6; Neiles, K.Y., Bowers, R.A., Neiles, K.Y., Mertz P.S., and, Fair, J.D., A General Chemistry Co-Curriculum Focused on the Development of Professional and Academic Skills (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 7; Chase, D.T., Koch, A.S., Neiles, K.Y., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Intentionally Scaffolding Career Skills in an Organic Chemistry Laboratory Course (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 8; Sherrer, S.M., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Using Scientific Poster Presentations to Scaffold Professional Skill Experiences into Biochemistry Courses (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 9; Bowers, G., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Enhancing Career Readiness by Integrating Alumni Interactions into Upper-Level Chemistry Curricula (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 10; Fair, J.D., Kondo, A.E., Neiles, K.Y., Mertz P.S., and, Fair, J.D., A University-wide Approach to Introduce and Apply Teamwork and Leadership Skills (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 11; Dillaman, C., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Minor in Professional Teamwork and Leadership Evolution- Perspectives from New Student Orientation (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 12; DeSoto-Jackson, R., Matzerath, P., Ostrowski, E., Benjamin, M., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Teaching Teamwork through Theatre: Interdisciplinary Collaboration in a General Chemistry Course (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 13; Nolibush, P., Thomas, A., Todebush, P.M., Neiles, K.Y., Mertz P.S., and, Fair, J.D., University of North Georgia Gainesville Campus Undergraduate Seminar Courses Highlighting Career Preparation (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 14; Soltau, S., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Student and Instructor Perceptions of Using Electronic Laboratory Notebooks in Microsoft OneDrive to Enhance Communication Skills and Career Readiness in Chemistry Laboratory Courses (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 15; Ashcroft, J., Blatti, J., Jaramillo, V., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Early Career Undergraduate Research as a Meaningful Academic Experience in which Students Develop Professional Workforce Skills: A Community College Perspective (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 16; D'Angelo, J., Neiles, K.Y., Mertz P.S., and, Fair, J.D., Scientific Ethics as a Professional Skill (2020) Integrating Professional Skills into Undergraduate Chemistry Curricula, , In; ACS Symposium Series 1365; American Chemical Society: Washington DC, Chapter 17},
correspondence_address1={Mertz, P.S.; Department of Chemistry and Biochemistry, United States; email: psmertz@smcm.edu},
editor={Neiles K.Y., Mertz P.S., Fair J.},
publisher={American Chemical Society},
issn={00976156},
coden={ACSMC},
language={English},
abbrev_source_title={ACS Symp. Ser.},
document_type={Book Chapter},
source={Scopus},
}

@CONFERENCE{Simon2018113,
author={Simon and Petersen, A. and Sheard, J. and Settle, A. and Morgan, M. and Sinclair, J.},
title={Informing Students about Academic Integrity in Programming},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={113-122},
doi={10.1145/3160489.3160502},
note={cited By 12; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042095015&doi=10.1145%2f3160489.3160502&partnerID=40&md5=002767318682189eac7e0c673bfd93f9},
affiliation={University of Newcastle, Australia; University of Toronto, Canada; Monash University, Australia; DePaul University, United States; Monash University, Australia; University of Warwick, United Kingdom},
abstract={In recent years academic integrity has come to be seen as a major concern across the full educational spectrum. The case has been made that in certain ways academic integrity is not the same in computing education as in education more generally, and that as a consequence it is the responsibility of computing educators to explicitly advise their students of the academic integrity requirements of their assessments. As part of a larger project, computing academics around the world were asked a number of questions regarding how they advise their students about academic integrity in programming assessments. Almost all respondents indicated that their students were required to abide by an academic integrity policy, but only about half of them felt that the policy was appropriate for programming assessments. We analyse respondents’ descriptions of how they advise students about academic integrity in programming assessments, grouping them into a number of themes, and give excerpts from the guidelines that some respondents provide for their students. A clear finding from the survey is that while most educators agree that externally sourced code or assistance should be acknowledged, fewer than 20% are aware of any standard form for that acknowledgement. We therefore conclude by proposing, for discussion, a standard form for acknowledging externally sourced code or assistance.},
keywords={Academic integrity;  Collusion;  Computing education;  Plagiarism;  Programming education},
keywords={Education computing;  Students, Academic integrity;  Collusion;  Computing education;  Plagiarism;  Programming education, Education},
references={Agrawal, M., Sharma, D.K., A state of art on source code plagiarism detection (2016) Proceedings of The Second International Conference on Next Generation Computing Technologies, pp. 236-241. , In; Barrett, R., Malcolm, J., 2006. Embedding plagiarism education in the assessment process (2006) International Journal for Educational Integrity, 2, p. 1; Bretag, T., Mahmud, S., A conceptual framework for implementing exemplary academic integrity policy in Australian higher education (2016) Handbook of Academic Integrity, pp. 463-480. , In Springer Science+Business Media, Singapore; Bretag, T., Mahmud, S., Wallace, M., Walker, R., James, C., Green, M., East, J., Partridge, L., Core elements of exemplary academic integrity policy in Australian higher education (2011) International Journal for Educational Integrity, 7 (2), pp. 3-12. , 2011; Chuda, D., Navrat, P., Kovacova, B., Humay, P., The issue of (software) plagiarism: A student view (2012) IEEE Transactions on Education, 55 (1), pp. 22-28. , February 2012; Clarke, R., Lancaster, T., Eliminating the successor to plagiarism? Identifying the usage of contract cheating sites (2006) Proceedings of The Second International Plagiarism Conference, , In; Clarke, R., Lancaster, T., Commercial aspects of contract cheating (2013) Proceedings of The 18th Conference on Innovation and Technology in Computer Science Education (ITiCSE’13), pp. 219-224. , In; Cosma, G., Joy, M., Towards a definition of source-code plagiarism (2008) IEEE Transactions on Education, 51 (2), pp. 195-200. , 2008; Culwin, F., MacLeod, A., Lancaster, T., Source code plagiarism in UK HE computing schools (2001) Issues, Attitudes and Tools, , South Bank University Technical Report SBU-CISM-01-02 2001; Devlin, M., Policy, preparation, and prevention: Proactive minimization of student plagiarism (2006) Journal of Higher Education Policy and Management, 28 (1), pp. 45-58. , 2006; Dick, M., Sheard, J., Bareiss, C., Carter, J., Joyce, D., Harding, T., Laxer, C., Addressing student cheating: Definitions and solutions (2002) ACM SIGCSE Bulletin, 35 (2), pp. 172-184. , 2002; Fraser, R., Collaboration, collusion and plagiarism in computer science coursework (2014) Informatics in Education, 13 (2), pp. 179-195. , 2014; Paul Gibson, J., Software reuse and plagiarism: A code of practice (2009) ACM SIGCSE Bulletin, 41 (3), pp. 55-59. , 2009; Iwanowski, M., Cacko, A., Sarwas, G., Comparing images for document plagiarism detection (2016) International Conference on Computer Vision and Graphics, pp. 532-543. , In Springer; Jones, K.O., Reid, J., Bartlett, R., 2008. Cyber cheating in an information technology age (2008) Digithum, 10, pp. 19-29; Joy, M., Cosma, G., Yau, J.Y.-K., Sinclair, J., Source code plagiarism – A student perspective (2011) IEEE Transactions on Education, 54 (1), pp. 125-132. , 2011; Le Nguyen, T.T., Carbone, A., Sheard, J., Schuhmacher, M., Integrating source code plagiarism into a virtual learning environment: Benefits for students and staff (2013) Proceedings of The 15th Australasian Computing Education Conference (ACE 2013), pp. 155-164. , In Australian Computer Society, Inc; Louw, D., Pieterse, V., Dealing with plagiarism in introductory programming (2015) Proceedings of The International Conference on Computer Science Education Innovation & Technology (CSEIT), p. 4. , In; Mann, S., Frew, Z., Similarity and originality in code: Plagiarism and normal variation in student assignments (2006) Proceedings of The Eighth Australasian Computing Education Conference (ACE 2006), pp. 143-150. , In; McCabe, D., Cheating and honor: Lessons from a long-term research project (2016) Handbook of Academic Integrity, pp. 187-198. , Springer Science+Business Media, Singapore; Morton McKay, T., Combating plagiarism using a community of practice approach (2014) South African Journal of Higher Education, 28 (4), pp. 1315-1331. , 2014; Naik, R.R., Landge, M.B., Namrata Mahender, C., 2015. A review on plagiarism detection tools (2015) International Journal of Computer Applications, 125, p. 11; Novak, M., Review of source-code plagiarism detection in academia (2016) Proceedings of The 39th International Convention on Information and Communication Technology, Electronics and Microelectronics, pp. 796-801; O’Malley, M., Roberts, T.S., Plagiarism on the rise? Combating contract cheating in science courses (2012) International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International), 20, p. 4. , 2012; Park, C., In other (people’s) words: Plagiarism by university students – Literature and lessons (2003) Assessment & Evaluation in Higher Education, 28 (5), pp. 471-488. , 2003; Pecorari, D., Shaw, P., Types of student intertextuality and faculty attitudes (2012) Journal of Second Language Writing, 21 (2), pp. 149-164. , 2012; Petre, M., Academic integrity in a changing environment (2012) ACM Inroads, 3 (2), pp. 15-16. , 2012; Riedesel, C.P., Clear, A.L., Cross, G.W., Hughes, J.M., Simon, Walker, H.M., Academic integrity policies in a computing education context (2012) 2012 ITiCSE Working Group Reports (ITiCSE-WGR’12), pp. 1-15. , In; Sheard, J., Carbone, A., Dick, M., Determination of factors which impact on IT students’ propensity to cheat (2003) Proceedings of The Fifth Australasian Computing Education Conference (ACE 2003, pp. 119-126. , In; Sheard, J., Dick, M., Markham, S., Macdonald, I., Walsh, M., Cheating and plagiarism: Perceptions and practices of first year IT students (2002) ACM SIGCSE Bulletin, 34 (3), pp. 183-187. , 2002; Simon, Academic integrity in non-text based disciplines (2016) Handbook of Academic Integrity, pp. 763-782. , Springer Science+Business Media, Singapore; Simon, B.C., Carbone, A., Johnson, C., Lawrence, C., Minichiello, M., Sheard, J., How well do academic integrity policies and procedures apply to non-text assessments? (2014) Proceedings of The Sixth International Integrity and Plagiarism Conference (6IIPC), , In; Simon, B.C., Minichiello, M., Lawrence, C., Academic integrity: Differences between design assessments and essays (2014) Proceedings of The Design Research Society Annual Conference, pp. 1260-1273. , In; Simon, B.C., Sheard, J., Carbone, A., Johnson, C., Academic integrity: Differences between computing assessments and essays (2013) Proceedings of The 13th Koli Calling International Conference on Computing Education Research (Koli Calling 2013), pp. 23-32. , In ACM; Simon, Cook, B., Sheard, J., Carbone, A., Johnson, C., Academic integrity perceptions regarding computing assessments and essays (2014) Proceedings of The Tenth International Computing Education Research Conference (ICER’14), pp. 107-114. , In; Simon, Sheard, J., Academic integrity and computing assessments (2016) Proceedings of The Australasian Computer Science Week Multiconference (ACSW 2016), p. 3. , In; Simon, J.S., Morgan, M., Petersen, A., Settle, A., Sinclair, J., Cross, G., Riedesel, C., Negotiating the maze of academic integrity in computing education (2016) 2016 ITiCSE Working Group Reports (ITiCSE-WGR’16), pp. 57-80. , In; Sutherland-Smith, W., Crime and punishment: An analysis of university plagiarism policies (2011) Semiotica, 1 (4), pp. 127-139. , 2011},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Crow201853,
author={Crow, T. and Luxton-Reilly, A. and Wuensche, B.},
title={Intelligent Tutoring Systems for Programming Education: A Systematic Review},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={53-62},
doi={10.1145/3160489.3160492},
note={cited By 44; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042093609&doi=10.1145%2f3160489.3160492&partnerID=40&md5=758aef5e2fb63f9c5987ad5f0aa95aa0},
affiliation={University of Auckland, Auckland, New Zealand; University of Auckland, Auckland, New Zealand; University of Auckland, Auckland, New Zealand},
abstract={A variety of intelligent tutoring systems have been created for the purpose of teaching computer programming. Most published literature focuses on systems that have been developed to teach programming within tertiary courses. A majority of systems have been developed to teach introductory programming concepts; other systems tutor more specific aspects of programming like scope or recursion. Literature reports that these systems address many of the difficulties associated with teaching programming to novices; however, individual systems vary greatly, and there is a large range of supplementary features developed in these systems. Most intelligent programming tutors involve some form of interactive programming exercises, but the use of supplementary features like plans, quizzes and worked solutions vary greatly between different systems. This systematic review reports key information about existing systems and the prevalence of different features within them. An overview of how supplementary features are integrated into these systems is given, along with implications for how intelligent programming tutors could be improved by supporting a wider range of supplementary features.},
keywords={Computer science education;  Intelligent tutoring;  Novice programming;  Programming education},
keywords={Computer aided instruction;  Computer programming;  Education computing;  Teaching, Computer Science Education;  Intelligent tutoring;  Intelligent tutoring system;  Introductory programming;  Novice programming;  Programming education;  Programming exercise;  Teaching programming, Computer systems programming},
references={AlZoubi, O., Fossati, D., Eugenio, B.D., Green, N., ChiQat-Tutor: An integrated environment for learning recursion (2014) Proc. of The Second Workshop on AI-Supported Education for Computer Science (AIEDCS)(at ITS 2014), , n. d.. In Honolulu, HI; Anderson, J.R., Skwarecki, E., The Automated Tutoring of Introductory Computer Programming (1986) Commun. ACM, 29 (9), pp. 842-849. , https://doi.org/10.1145/6592.6593, Sept. 1986; Bloom, B.S., The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring (1984) Educational Researcher, 13 (6), pp. 4-16. , 1984; Brusilovsky, P.L., Intelligent tutor, environment and manual for introductory programming (1992) Educational and Training Technology International, 29 (1), pp. 26-34. , 1992; Cooper, S., Nam, Y.J., Si, L., Initial results of using an intelligent tutoring system with Alice (2012) Proceedings of The 17th ACM Annual Conference on Innovation and Technology in Computer Science Education, pp. 138-143. , In ACM; Gerdes, A., Heeren, B., Jeuring, J., Thomas van Binsbergen, L., Ask-Elle: An adaptable programming tutor for Haskell giving automated feedback (2016) International Journal of Artificial Intelligence in Education, pp. 1-36. , 2016; Holland, J., Mitrovic, A., Martin, B., (2009) J-LATTE: A Constraint-Based Tutor for Java. (2009); Hooshyar, D., Ahmad, R.B., Yousefi, M., Yusop, F.D., Horng, S.-J., A flowchart-based intelligent tutoring system for improving problem-solving skills of novice programmers (2015) Journal of Computer Assisted Learning, 31 (4), pp. 345-361. , 2015; Lewis Johnson, W., Soloway, E., PROUST: Knowledge-based program understanding (1985) IEEE Transactions on Software Engineering, 3, pp. 267-275. , 1985; Keele, S., Guidelines for performing systematic literature reviews in software engineering (2007) Technical Report, Ver. 2.3 EBSE Technical Report, , EBSE. sn; Kulik, J.A., Fletcher, J.D., Effectiveness of intelligent tutoring systems: A meta-analytic review (2016) Review of Educational Research, 86 (1), pp. 42-78. , 2016; Kumar, A.N., Generation of problems, answers, grade, and feedback-â??case study of a fully automated tutor (2005) Journal on Educational Resources in Computing (JERIC), 5 (3), p. 3. , 2005; Chad Lane, H., VanLehn, K., Coached Program Planning: Dialogue-based Support for Novice Program Design (2003) Proceedings of The 34th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’03), pp. 148-152. , https://doi.org/10.1145/611892.611955, In ACM, New York, NY, USA; Le, N.-T., A classification of adaptive feedback in educational systems for programming (2016) Systems, 4 (2), p. 22. , 2016; Le, N.-T., Strickroth, S., Gross, S., Pinkwart, N., A Review of AI-Supported Tutoring Approaches for Learning Programming (2013) Advanced Computational Methods for Knowledge Engineering, pp. 267-279. , http://dx.doi.org/10.1007/978-3-319-00293-4_20, In Ngoc Thanh Nguyen, Tien van Do, and Hoai An le Thi (Eds.). Springer International Publishing, Heidelberg; Maloney, J., Resnick, M., Rusk, N., Silverman, B., Eastmond, E., The scratch programming language and environment (2010) ACM Transactions on Computing Education (TOCE), 10 (4), p. 16. , 2010; Moritz, S.H., Blank, G.D., Parvez, S., Wei, F., A "Design-first" Curriculum and Eclipse&Trade; Tools (2007) J. Comput. Sci. Coll., 22 (3), pp. 51-52. , http://dl.acm.org/citation.cfm?id=1181849.1181856, Jan. 2007; Abu Naser, S.S., Developing an intelligent tutoring system for students learning to program in C++ (2008) Information Technology Journal, 7 (7), pp. 1055-1060. , 2008; Nesbit, J.C., Adesope, O.O., Liu, Q., Ma, W., How Effective are Intelligent Tutoring Systems in Computer Science Education? (2014) Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on, pp. 99-103. , In IEEE; Nesbit, J.C., Arita Liu, Q.L., Adesope, O.O., Work in Progress: Intelligent Tutoring Systems in Computer Science and Software Engineering Education (2015) Proc. 122nd Am. Soc. Eng. Education Ann. Conf., , In; Pillay, N., Developing intelligent programming tutors for novice programmers (2003) ACM SIGCSE Bulletin, 35 (2), pp. 78-82. , 2003; Price, T.W., Integrating Intelligent Feedback into Block Programming Environments (2015) Proceedings of The Eleventh Annual International Conference on International Computing Education Research, pp. 275-276. , ACM; Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Silverman, B., Scratch: Programming for all (2009) Commun. ACM, 52 (11), pp. 60-67. , 2009; Rivers, K., Koedinger, K.R., Data-driven hint generation in vast solution spaces: A self-improving python programming tutor (2017) International Journal of Artificial Intelligence in Education, 27 (1), pp. 37-64. , 2017; Soh, L.-K., Incorporating an Intelligent Tutoring System into CS1 (2006) Proceedings of The 37th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’06), pp. 486-490. , https://doi.org/10.1145/1121341.1121494, ACM, New York, NY, USA; Song, J.S., Hahn, S.H., Tak, K.Y., Kim, J.H., An intelligent tutoring system for introductory C language course (1997) Computers & Education, 28 (2), pp. 93-102. , 1997; Weber, G., Brusilovsky, P., ELM-ART: An adaptive versatile system for Web-based instruction (2001) International Journal of Artificial Intelligence in Education (IJAIED), 12, pp. 351-384. , 2001; Wohlin, C., Guidelines for snowballing in systematic literature studies and a replication in software engineering (2014) Proceedings of The 18th International Conference on Evaluation and Assessment in Software Engineering, p. 38. , ACM; Yoo, J., Pettey, C., Yoo, S., Hankins, J., Li, C., Seo, S., Intelligent Tutoring System for CS-I and II Laboratory (2006) Proceedings of The 44th Annual Southeast Regional Conference, pp. 146-151. , https://doi.org/10.1145/1185448.1185482, n. d.. In ) (ACM-SE 44). ACM},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ahadi201890,
author={Ahadi, A. and Lal, S. and Lister, R. and Hellas, A.},
title={Learning Programming, Syntax Errors and Institution-specific Factors},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={90-96},
doi={10.1145/3160489.3160490},
note={cited By 4; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042091908&doi=10.1145%2f3160489.3160490&partnerID=40&md5=9fbf2247f856de0cdec6f4faf4a30c31},
affiliation={University of Technology, Sydney, Australia; University of Sydney, Australia; University of Technology, Sydney, Australia; University of Helsinki, Helsinki, Finland},
abstract={Learning programming is a road that is paved with mistakes. Initially, novices are bound to write code with syntactic mistakes, but after a while semantic mistakes take a larger role in the novice programmers’ lives. Researchers who wish to understand that road are increasingly using data recorded from students’ programming processes. Such data can be used to draw inferences on the typical errors, and on how students approach fixing them. At the same time, if the lens that is used to analyze such data is used only from one angle, the view is likely to be narrow. In this work, we replicate a previous multi-institutional study by Brown et al. [5]. That study used a large scale programming process data repository to analyze mistakes that novices make while learning programming. In our single institution replication of that study, we use data collected from approximately 800 students. We investigate the frequency, time required to fix, and the development of mistakes through the semester. We contrast our findings from our single institution with the multi-institutional study, and show that whilst the data collection tools and the research methodology are the same, the results can differ solely due to how the course is conducted.},
keywords={Programming;  Replication;  Semantic errors;  Student mistakes;  Syntactic errors},
keywords={Education computing;  Errors;  Highway planning;  Mathematical programming;  Roads and streets;  Semantics;  Students;  Syntactics, Data collection tools;  Large-scale programming;  Learning programming;  Programming process;  Replication;  Research methodologies;  Semantic errors;  Syntactic errors, Education},
references={Ahadi, A., Hellas, A., Ihantola, P., Korhonen, A., Petersen, A., Replication in computing education research: Researcher attitudes and experiences (2016) Proceedings of The 16th Koli Calling International Conference on Computing Education Research, pp. 2-11. , In ACM; Altadmri, A., Brown, N.C.C., 37 Million Compilations: Investigating Novice Programming Mistakes in Large-Scale Student Data (2015) Proceedings of The 46th ACM Technical Symposium on Computer Science Education (SIGCSE’15), pp. 522-527. , https://doi.org/10.1145/2676723.2677258, In ACM, New York, NY, USA; Becker, B.A., An Effective Approach to Enhancing Compiler Error Messages (2016) Proceedings of The 47th ACM Technical Symposium on Computing Science Education (SIGCSE’16), pp. 126-131. , https://doi.org/10.1145/2839509.2844584, ACM, New York, NY, USA; Becker, B.A., A new metric to quantify repeated compiler errors for novice programmers (2016) Proceedings of The 2016 ACM Conference on Innovation and Technology in Computer Science Education, pp. 296-301. , ACM; Brown, N.C.C., Altadmri, A., Investigating novice programming mistakes: Educator beliefs vs. Student data (2014) Proceedings of The Tenth Annual Conference on International Computing Education Research, pp. 43-50. , In ACM; Charles Brown, N.C., Kölling, M., McCall, D., Utting, I., Blackbox: A large scale repository of novice programmers’ activity (2014) Proceedings of The 45th ACM Technical Symposium on Computer Science Education, pp. 223-228. , In ACM; Carter, A.S., Hundhausen, C.D., Adesope, O., The Normalized Programming State Model: Predicting Student Performance in Computing Courses Based on Programming Behavior (2015) Proceedings of The Eleventh Annual International Conference on International Computing Education Research (ICER’15), pp. 141-150. , https://doi.org/10.1145/2787622.2787710, In ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Carpenter, D., Enhancing Syntax Error Messages Appears Ineffectual (2014) Proceedings of The 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE’14), pp. 273-278. , https://doi.org/10.1145/2591708.2591748, In ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., All Syntax Errors Are Not Equal (2012) Proceedings of The 17th ACM Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE’12), pp. 75-80. , https://doi.org/10.1145/2325296.2325318, In ACM, New York, NY, USA; Denny, P., Luxton-Reilly, A., Tempero, E., Hendrickx, J., Understanding the Syntax Barrier for Novices (2011) Proceedings of The 16th Annual Joint Conference on Innovation and Technology in Computer Science Education (ITiCSE’11), pp. 208-212. , https://doi.org/10.1145/1999747.1999807, In ACM, New York, NY, USA; Ihantola, P., Vihavainen, A., Ahadi, A., Butler, M., Börstler, J., Edwards, S.H., Isohanni, E., Rivers, K., Educational data mining and learning analytics in programming: Literature review and case studies (2015) Proceedings of The 2015 ITiCSE on Working Group Reports, pp. 41-63. , ACM; Ihantola, P., Vihavainen, A., Ahadi, A., Butler, M., Börstler, J., Edwards, S.H., Isohanni, E., Toll, D., Educational Data Mining and Learning Analytics in Programming: Literature Review and Case Studies (2015) Proceedings of The 2015 ITiCSE on Working Group Reports (ITICSE-WGR’15), pp. 41-63. , https://doi.org/10.1145/2858796.2858798, In ACM, New York, NY, USA; Jadud, M.C., Methods and tools for exploring novice compilation behaviour (2006) Proceedings of The Second International Workshop on Computing Education Research, pp. 73-84. , ACM; Miller, C.S., Settle, A., Some Trouble with Transparency: An Analysis of Student Errors with Object-oriented Python (2016) Proceedings of The 2016 ACM Conference on International Computing Education Research (ICER’16), pp. 133-141. , https://doi.org/10.1145/2960310.2960327, In ACM, New York, NY, USA; Petersen, A., Spacco, J., Vihavainen, A., An exploration of error quotient in multiple contexts (2015) Proceedings of The 15th Koli Calling Conference on Computing Education Research, pp. 77-86. , In ACM; Stefik, A., Siebert, S., An Empirical Investigation into Programming Language Syntax (2013) Trans. Comput. Educ., 13 (4), p. 40. , https://doi.org/10.1145/2534973, Nov. 2013; Vihavainen, A., Airaksinen, J., Watson, C., A Systematic Review of Approaches for Teaching Introductory Programming and Their Influence on Success (2014) Proceedings of The Tenth Annual Conference on International Computing Education Research (ICER’14), pp. 19-26. , https://doi.org/10.1145/2632320.2632349, In ACM, New York, NY, USA; Vihavainen, A., Helminen, J., Ihantola, P., How novices tackle their first lines of code in an IDE: Analysis of programming session traces (2014) Proceedings of The 14th Koli Calling International Conference on Computing Education Research, pp. 109-116. , In ACM; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) Proceedings of The 2014 Conference on Innovation & Technology in Computer Science Education, pp. 39-44. , In ACM; Watson, C., Li, F.W.B., Godwin, J.L., Predicting Performance in an Introductory Programming Course by Logging and Analyzing Student Programming Behavior (2013) Advanced Learning Technologies (ICALT), 2013 IEEE 13th International Conference on, pp. 319-323. , In IEEE; Watson, C., Li, F.W.B., Godwin, J.L., BlueFix: Using Crowd-sourced Feedback to Support Programming Students in Error Diagnosis and Repair (2012) Proceedings of The 11th International Conference on Advances in Web-Based Learning (ICWL’12), pp. 228-239. , https://doi.org/10.1007/978-3-642-33642-3_25, In Springer-Verlag, Berlin, Heidelberg; Yudelson, M., Fancsali, S., Ritter, S., Berman, S., Nixon, T., Joshi, A., Better data beats big data (2014) Educational Data Mining 2014, , In},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason201781,
author={Mason, R. and Simon},
title={Introductory programming courses in Australasia in 2016},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={81-89},
doi={10.1145/3013499.3013512},
note={cited By 8; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014956828&doi=10.1145%2f3013499.3013512&partnerID=40&md5=0c457ccedcb65e76e9b9e09a223b7ad0},
affiliation={Southern Cross University, Australia; University of Newcastle, Australia},
abstract={This paper reports on a survey of introductory programming courses in Australia and New Zealand conducted in the first half of 2016. Such surveys have been conducted a number of times in the past 15 years, and we have access to some of the past data to enable us to perform some longitudinal analysis. In the previous iteration of the study, in 2013, Python had joined Java as the dominant language used in introductory programming courses, and student numbers were apparently on the rise, having previously been falling. Those trends are found to continue in 2016, with Python being taught in the same number of courses as Java, but to greater numbers of students; and with a substantial increase in student numbers both overall and averaged per course. We also report on the reasons for the choices of programming languages; on the use of IDEs with the languages (which appears to be falling slightly); on the provision of resources that might help students (which also appears to be falling slightly); on the respondents' aims in their courses; and on considerations of academic integrity in these programming courses. © 2016 ACM.},
keywords={Academic integrity;  Cheating;  Computing education;  Cryptography;  Programming assignments},
keywords={Cryptography;  High level languages;  Java programming language;  Students;  Surveys, Academic integrity;  Cheating;  Computing education;  Introductory programming course;  Longitudinal analysis;  Programming assignments;  Programming course;  Student numbers, Education},
references={Fisler, K., The recurring rainfall problem (2014) International Computing Education Research Conference (ICER 2014, pp. 35-42; Hartel, P., Muller, H., Glaser, H., The functional "c" experience (2002) Journal of Functional Programming, 14 (2), pp. 129-135; Mason, R., Cooper, G., Why the bottom 10% just can't do it-mental effort measures and implication for introductory programming courses (2012) Fourteenth Australasian Computing Education Conference (ACE2012), pp. 187-196. , Melbourne, Australia: Australian Computer Society, Inc; Mason, R., Cooper, G., De Raadt, M., (2012) Trends in Introductory Programming Courses in Australian Universities-Languages, Environments and Pedagogy. Fourteenth Australasian Computing Education Conference (ACE2012), pp. 33-42. , January 2012, Melbourne, Australia: Australian Computer Society, Inc; Mason, R., Cooper, G., Trends in introductory programming courses in Australia and New Zealand in 2013-trends and reasons (2014) Sixteenth Australasian Computing Education Conference (ACE2014), pp. 139-147. , Auckland, New Zealand: Australian Computer Society, Inc; De Raadt, M., Watson, R., Toleman, M., (2002) Language Trends in Introductory Programming Courses. Informing Science + IT Education Conference. [Online], , http://proceedings.informingscience.org/IS2002Proceedings/papers/deRaa136Langu.pdf; De Raadt, M., Watson, R., Toleman, M., Language tug-of-war: Industry demand and academic choice (2003) ACE'03 Proceedings of the Fifth Australasian Computing Education Conference, pp. 137-142. , Australian Computer Society, Inc; De Raadt, M., Watson, R., Toleman, M., Introductory programming: What's happening today and will there be any students to teach tomorrow? (2004) ACE'04 Proceedings of the Sixth Australasian Computing Education Conference, pp. 277-282. , Australian Computer Society, Inc; Simon, Sheard, J., Computing assessments and academic integrity (2016) 18th Australasian Computing Education Conference (ACE 2016), , Canberra, Australia, February 2016, article 3; Stefik, A., Hanenberg, S., The programming language wars: Questions and responsibilities for the programming language community (2014) Onward! 2014; Proceedings of the 2014 ACM International Symposium on New Ideas, New Paradigms, and Reflections on Programming & Software},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Krusche201717,
author={Krusche, S. and Seitz, A. and Börstler, J. and Bruegge, B.},
title={Interactive learning-increasing student participation through shorter exercise cycles},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={17-26},
doi={10.1145/3013499.3013513},
note={cited By 18; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014915250&doi=10.1145%2f3013499.3013513&partnerID=40&md5=98383a99cbdc67afa33684bb5cf48c3d},
affiliation={Technische Universität München, Munich, Germany; Blekinge Institute of Technology, Karlskrona, Sweden},
abstract={In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students' hearing about a new concept from being able to actually practice and apply it, which may decrease knowledge retention. To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for exible and more efficient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them. We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students' participation increases compared to traditional classes: until the end of the course, around 50% of the students attend class and participate in exercises. Our evaluations show that students' learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching effort for instructors and teaching assistants does not increase. © 2017 Copyright held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Active learning;  Computing education;  Experiential learning;  Feedback;  Reection;  Software engineering},
keywords={Audition;  Education;  Educational technology;  Feedback;  Learning systems;  Software engineering;  Teaching, Active Learning;  Computing education;  Experiential learning;  Interactive learning;  Reection;  Student participation;  Students' learning experiences;  Temporal and spatial, Students},
references={Abramowitz, M., Stegun, I.A., Handbook of mathematical functions (1966) Applied Mathematics Series, 55, p. 62; Ben-Ari, R., Krole, R., Har-Even, D., Differential effects of simple frontal versus complex teaching strategy on teachers' stress, burnout, and satisfaction (2003) International Journal of Stress Management; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Reports; Boud, D., Feletti, G., (1998) The Challenge of Problem-based Learning, , Psychology Press; Bruegge, B., Krusche, S., Alperowitz, L., Software engineering project courses with industrial clients (2015) ACM Transactions on Computing Education; Campbell, J., Horton, D., Craig, M., Gries, P., Evaluating an inverted cs1 (2014) Proceedings of the 45th Technical Symposium on Computer Science Education, pp. 307-312. , ACM; Collins, A., Brown, J.S., Holum, A., Cognitive apprenticeship: Making thinking visible (1991) American Educator; Garrison, R., Kanuka, H., Blended learning: Uncovering its transformative potential in higher education (2004) The Internet and Higher Education; Grabinger, S., Dunlap, J., Rich environments for active learning: A definition (1995) Research in Learning Technology, 3, p. 2; Heckman, S., An empirical study of in-class laboratories on student learning of linear data structures (2015) Proceedings of the 11th Annual International Conference on International Computing Education Research, pp. 217-225. , ACM; Johnson, D., Smith, K., Johnson, R., Cooperative learning: Increasing college faculty instructional productivity (1991) ASHE-ERIC Higher Education Reports; Jong, S., Jan, A., Wierstra, R., Hermanussen, J., An exploration of the relationship between academic and experiential learning approaches in vocational education (2006) British Journal of Educational Psychology, 76 (1), pp. 155-169; Kirschner, P., Sweller, J., Clark, R., Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching (2006) Educational Psychologist, 41 (2), pp. 75-86; Kolb, D., (1984) Experiential Learning: Experience As the Source of Learning and Development, 1. , Prentice Hall; Korthagen, J., Kessels, F., Koster, B., Lagerwerf, B., Wubbels, T., (2001) Linking Practice and Theory: The Pedagogy of Realistic Teacher Education, , Routledge; Kothiyal, A., Majumdar, R., Murthy, S., Iyer, S., Effect of think-pair-share in a large cs1 class: 83% sustained engagement (2013) Proceedings of the 9th Annual International Conference on International Computing Education Research, pp. 137-144. , ACM; Krusche, S., Alperowitz, L., Introduction of continuous delivery in multi-customer project courses (2014) Proceedings of the 36th International Conference on Software Engineering, pp. 335-343. , IEEE; Krusche, S., Alperowitz, L., Bruegge, B., Wagner, M., Rugby: An agile process model based on continuous delivery (2014) Proceedings of the 1st International Workshop on Rapid Continuous Software Engineering, pp. 42-50. , ACM; Krusche, S., Berisha, M., Bruegge, B., Teaching code review management using branch based workows (2016) Companion Proceedings of the 38th International Conference on Software Engineering, , IEEE; Kurtz, B., Fenwick, J., Tashakkori, R., Esmail, A., Tate, S., Active learning during lecture using tablets (2014) Proceedings of the 45th Technical Symposium on Computer Science Education, pp. 121-126. , ACM; Li, Y., Krusche, S., Lescher, C., Bruegge, B., Teaching global software engineering by simulating a global project in the classroom (2016) Proceedings of the 47th SIGCSE, pp. 187-192. , ACM; Michael, J., (2006) Where's the Evidence That Active Learning Works? Advances in Physiology Education, 30 (4), pp. 159-167; Prince, M., Does active learning work? a review of the research (2004) Journal of Engineering Education, 93 (4), pp. 223-231; Shafffer, D., Pedagogical praxis: The professions as models for postindustrial education (2004) Teachers College Record, 106 (7), pp. 1401-1421; Sweller, J., Cooper, G.A., The use of worked examples as a substitute for problem solving in learning algebra (1985) Cognition and Instruction, 2 (1), pp. 59-89; Trafton, J.G., Reiser, B.J., Studying examples and solving problems: Contributions to skill acquisition (1993) Technical Report, Naval HCI Research Lab, Washington, DC, USA; VanLehn, K., Cognitive skill acquisition (1996) Annual Review of Psychology, 47, pp. 513-539; Vermunt, J.D., The regulation of constructive learning processes (1998) British Journal of Educational Psychology, 68 (2), pp. 149-171; Whitehead, J., Collaboration in software engineering: A roadmap (2007) FOSE, 7, pp. 214-225. , 2007},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Thevathayan201795,
author={Thevathayan, C. and Hamilton, M.},
title={Imparting software engineering design skills},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={95-102},
doi={10.1145/3013499.3013511},
note={cited By 7; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014906410&doi=10.1145%2f3013499.3013511&partnerID=40&md5=8557cf3a25347980343dc6039bd97c16},
affiliation={RMIT University, GPO Box 2476VIC  3001, Australia},
abstract={Teaching software engineering design to large diverse cohorts poses many challenges. Many students lacking object oriented programming skills find UML designs difficult, while large class sizes limit opportunities for interaction. The need to consider different design aspects such as reusability, extensibility etc., makes the manual assignment feedback a slow process. Moreover, such feedback is subjective, being a reflection of the individual marker's view about various design aspects. There have been little or no past attempts to provide instant and consistent feedback using constructivist tools as with programming tasks mainly because a good or correct design is difficult to define and verify. This paper presents the result of our action research to improve student design skills. Our approach combines project-based learning with weekly quizzes, tests and active learning tasks. Quiz questions tagged with underlying concepts and cognitive levels allowed us to identify common misconceptions. Quizzes set at analysis and synthesis levels appear to foster better software design skills. Active learning tools devised helped to correct common misconceptions by providing immediate and holistic feedback. The new teaching approach helped us to improve student retention, satisfaction and performance substantially. © 2017 ACM.},
keywords={Computer science education;  Intelligent tutoring systems;  Learning and assessment methodologies;  UML design},
keywords={Artificial intelligence;  Computer aided instruction;  Education;  Education computing;  Reusability;  Software design;  Software engineering;  Students;  Teaching, Analysis and synthesis;  Assessment methodologies;  Computer Science Education;  Engineering design;  Engineering design skills;  Intelligent tutoring system;  Project based learning;  UML design, Object oriented programming},
references={Ali, N.H., Shukur, Z., Idris, S., Summary assessment system for uml class diagram using notations extraction (2007) International Journal of Computer Science and Network Security, 7 (8), pp. 181-187; Baser, M., Promoting conceptual change through active learning using open source software for physics simulations (2006) Journal of Educational Technology, 22, p. 3; Brodie, L., Zhou, H., Gibbons, A., Steps in developing an advanced software engineering course using problem based learning (2008) Engineering Education, 3 (1), pp. 1-12; Carr, W., Kemmis, S., (1986) Becoming Critical: Education Knowledge and Action Research, , Lewes, UK: Falmer Press; Clear, T., (2004) Critical Enquiry in Computer Science Education, , Falmer, R. London: Taylor and Francis Group; Dym, C.L., Agogino, A.M., Eris, O., Frey, D.D., Leifer, L.J., Engineering design thinking, teaching, and learning (2005) Journal of Engineering Education, 94, p. 1; Ghezzi, C., Mandrioli, D., The challenges of software engineering education (2005) ICSE 2005, pp. 115-127; Giordano, D., Maiorana, F., Teaching "design first" interleaved with object oriented programming in a software engineering course (2014) Global Engineering Education Conference (EDUCON), , Paper presented at the Istanbul; Haris, S.S., Omar, N., A rule-based approach in Bloom's Taxonomy question classification through natural language processing (2012) Computing and Convergence Technology, , Paper presented at the Seoul; Jaques, N., Conati, C., Harley, J., Azevedo, R., Predicting affect from gaze data during interaction with an intelligent tutoring system (2014) Intelligent Tutoring Systems, , Paper presented at the; Noha, N.M., Ahmad, A., Halim, S.A., Ali, A.M., Intelligent tutoring system using rule-based and case based: A comparison (2011) International Conference on E-Learning, , Paper presented at the Bandung; Oliver, R., (2005) Using A Blended Learning Approach to Support Problem-based Learning with First Year Students in Large Undergraduate Classes, , Edith Cowan University; Tobias, S., Interest, prior knowledge, and learning (1994) Review of Educational Research, 64 (1). , Supporting Diverse Novice Programming Cohorts through Flexible and Incremental Visual Constructivist Pathways; Thevathayan, C., Hamilton, M., Supporting diverse novice programming cohorts through flexible and incremental visual constructivist pathways (2015) ACM Conference on Innovation and Technology in Computer Science Education, , Paper presented at the Vilnius; Tuaksubun, C., Mungsing, S., Design of an intelligent tutoring system that comprises individual learning and collaborative problem-solving modules (2007) ELearning for Knowledge-Based Society, , Bangkok; Whalley, J.L., Lister, R., Thompson, E., An australasian study of reading and comprehension skills in novice programmers, using bloom and solo taxonomies (2006) ACE2006, Hobart, , Paper presented at the},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Sorour2016,
author={Sorour, S.E. and Mine, T.},
title={Exploring students' learning attributes in consecutive lessons to improve prediction performance},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843066},
art_number={a2},
note={cited By 2; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962564473&doi=10.1145%2f2843043.2843066&partnerID=40&md5=ecc895abdae406dc563cf7ce5fc6625c},
affiliation={Kafr Elsheikh University, Egypt; Kyushu University, Japan},
abstract={Building an understandable student prediction model has an essential role to play in the educational environment. Most current prediction models are difficult for teachers to interpret. This poses problems for model use (e.g., improve student performance, interventions and allow a feedback process). In this paper, we propose a new approach in building a practical model by identifying a number of attributes in comment data that reflect students' learning attitudes, tendencies and activities involved with the lesson. We check the capability of an attributes representation model compared to the Latent Dirichlet Allocation (LDA) model that represents student comments as a statistical latent class 'Topics.' In addition, we employ a Multi-Instance Learning (MIL) method to all available information for each student to improve the efficiency and effectiveness of classical representation for each lesson to predict final student performance. Computational experiments show that when the model is regarded as MIL, the prediction performance achieves better results than those based on single instance representation for each lesson. © 2016 ACM.},
keywords={Attitudes;  Attributes;  LDA;  Majority vote;  Multi-instance learning},
keywords={Education;  Forecasting;  Statistics;  Teaching, Attitudes;  Attributes;  Classical representation;  Computational experiment;  Educational environment;  Latent dirichlet allocations;  Majority vote;  Multi-instance learning, Students},
references={Andrews, R., Diederich, J., Tickle, A.B., Survey and critique of techniques for extracting rules from trained artificial neural networks (1995) Knowledge-based Systems, 8 (6), pp. 373-389; Ble, D.M., Ng, A.Y., Jordan, M.I., Latent dirichlet allocation (2003) Journal of Machine Learning Research, 3, pp. 993-1022; Chang, C.-C., Lin, C.-J., (2013) Libsvm: A Library for Support Vector Machines, pp. 1-39; Cheung, D., Students' attitudes toward chemistry lessons: The interaction effect between grade level and gender (2007) Res Sci Educ, pp. 75-91; Dietterich, T., Lathrop, R., Lozano-Perez, T., Solving the multiple instance problem with axis-parallel rectangles (1997) Artificial Intelligence, 89, pp. 31-71; Florez, M.T., Sammons, P., (2013) Assessment for Learning: Effects and Impact, , Oxford University Department of Education; Foulds, J., (2007) Learning Instance Weights in Multi-instance Learning, , Master's thesis, University of Waikato; Frank, E., Pfahringer, B., Propositionalisation of multi-instance data using random forests (2013) Advances in Artificial Intelligence, Volume 8272 of the Series Lecture Notes in Computer Science, pp. 362-373; Goda, K., Hirokawa, S., Mine, T., Correlation of grade prediction performance and validity of-selfevaluation comments (2013) SIGITE' 13, Florida, USA., pp. 35-42; Goda, K., Mine, T., Analysis of students' learning activities through quantifying time-series comments (2011) KES 2011, Part II, LNAI 6882, pp. 154-164. , Springer-Verlag Berlin Heidelberg; Gong, Y., Beck, J.E., Heffernan, N.T., Comparing knowledge tracing and performance factor analysis by using multiple model fitting procedures (2010) Intelligent Tutoring Systems (ITS); Griffiths, T.L., Steyvers, M., Topics in semantic representation (2007) Psychological Review, 114 (2), pp. 211-244; Khajah, M., Wing, R.M., Lindsey, R.V., Mozer, M.C., Integrating latent-factor and knowledge-tracing models to predict individual differences in learning (2014) 7th International Conference on Educational Data Mining (EDM); Kijsirikul, B., (2003) Artificial Intelligence. Department of Computer Engineer, Faculty of Engineering, , Chulalongkorn University; Koedinger, K., Baker, R., Cunningham, K., Skogsholm, A., Leber, B., Stamper, J., (2010) A Data Repository for the Edm Community: The Pslc Datashop, , Handbook of Educational Data Mining, Lecture Notes in Computer Science"; Kudo, T., Mecab Program, , http://sourceforge.net/projects/mecab, Retrieved 10/10/2015, from; Luo, J., Sorour, S.E., Goda, K., Mine, T., Predicting student grade based on free-style comments using word2vec and ann by considering prediction results obtained in consecutive lessons (2015) 8th International Conference on Educational Data Mining (EDM 2105), pp. 396-399; Meyer, D., (2015) Support Vector Machines. The Interface to Libsvm, pp. 1-8; Minami, T., Ohura, Y., A correlation analysis of student's attitude and outcome of lectures investigation of keywords in class-evaluation questionnaire (2014) Advanced Science and Technology Letters, 73, pp. 11-16; Minami, T., Ohura, Y., How student's attitude influences on learning achievement? An analysis of attituderepresenting words appearing in looking-back evaluation texts (2015) International Journal of Database Theory and Application, pp. 129-144; Oshiro, T.M., Perez, P.S., Baranauskas, J.A., How many trees in a random forest? (2012) MLDM 2012, LNAI 7376, pp. 154-168; Pavlik, P.I., Cen, H., Koedinger, K.R., Performance factors analysis - A new alternative to knowledge tracing (2009) Artificial Intelligence in Education Conference (AIED), pp. 531-538; Romero, C., Ventura, S., Data mining in education (2013) Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 3 (1), pp. 12-27; Rumelhart, D.E., Hinton, G.E., Williams, R.J., (1986) Learning Internal Representations by Error Propagation, 1, pp. 318-361. , chapter 8; Sorour, S., Goda, K., Mine, T., Estimation of student performance by considering consecutive lessons (2015) 6th IIAI International Conference on E-services and Knowledge Management (IIAI ESKM 2015); Sorour, S.E., Goda, K., Mine, T., Evaluation of effectiveness of time-series comments by using machine learning techniques (2015) Journal of Information Processing, 23, pp. 1-11; Sorour, S.E., Mine, T., Goda, K., Hirokawa, S., Predictive model to evaluate student performance (2015) Information Processing Society of Japan (IPSJ), 23 (2), pp. 192-201; Steyvers, T.L.G.M., Finding scientific topics (2004) Proceedings of the National Academy of Sciences, 101, pp. 5228-5235; Sunday, O.N., Relationships between students' task engagement and learning outcomes in chemistry (2013) Journal of Educational Research and Reviews, 1, pp. 1-8; Tahara, N.F., Ismail, Z., Zamani, N.D., Adnan, N., Students' attitude toward mathematics: The use of factor analysis in determining the criteria (2010) Procedia Social and Behavioral Sciences, 8, pp. 476-481; Wang, X., Liu, X., Matwin, S., Japkowicz, N., Guo, H., A multi-view two-level classification method for generalized multi-instance problems (2014) IEEE International Conference on Big Data, pp. 104-111; Wanli, X., Rui, G., Eva, P., Sean, G., Participationbased student final performance prediction model through interpretable genetic programming: Integrating learning analytics, educational data mining and theory (2015) Computers in Human Behavior, 47, pp. 168-181; Weidmann, N., (2003) Two Level Classification (TLC), , http://weka.sourceforge.net/doc.packages/multiInstanceLearning/weka/classifiers/mi/TLC.html, Retrieved 21/10/2015, from; Weidmann, N., Frank, E., Pfahringer, B., A two-level learning method for generalized multi-instance problems (2003) 14 Th European Conference on Machine Learning, pp. 468-479; Yamtim, V., Wongwanich, S., A study of classroom assessment literacy of primary school teachers (2014) Procedia - Social and Behavioral Sciences, 116, pp. 2998-3004; Yang, Y., Liu, X., A re-examination of text categorization methods (1996) SIGIR-99, 22nd ACM International Conference on Research and Development in Information Retrieval, , Berkeley, US; Zafra, A.C.R., Ventura, S., Multiple instance learning for classifying students in learning management systems (2011) Expert Systems with Applications, 38, pp. 15020-15031},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Stevens2016,
author={Stevens, M. and Norman, R.},
title={Industry expectations of soft skills in IT graduates a regional survey},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843068},
art_number={a13},
note={cited By 24; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962493400&doi=10.1145%2f2843043.2843068&partnerID=40&md5=7e215636b47c3e269345f6c5aacacf38},
affiliation={Victoria University of Wellington, Faculty of Engineering and Computer Science, Wellington, New Zealand; Victoria University of Wellington, School of Management, Wellington, New Zealand},
abstract={Representatives of the Information Technology (IT) industry periodically question the work-readiness of university educated IT graduates. Academics typically interpret such challenges as calls to teach currently fashionable technologies. Strong demand for IT skills in Wellington, New Zealand's capital, during the past few years has resulted in this being a major area of debate. This research sought to get past the competing claims by examining job advertisements, conducting interviews and focus groups research and found that industry representatives are in fact less concerned about technical skills than 'soft' skills needed for team based, customer focused, business environments. Industry tends to seek base-level technical skills and make recruitment decisions on more personal qualities, leaving detailed training to on-the-job. Key soft skills sought by IT employers are identified to help tertiary educators clarify industry priorities. Copyright 2016 ACM.},
keywords={Graduates;  Industry;  Soft skills;  Tertiary},
keywords={Industry;  Personnel training, Business environments;  Fashionable technologies;  Graduates;  Industry representatives;  Personal qualities;  Soft skills;  Tertiary;  Wellington , New Zealand, Surveys},
references={(2013) Statistics New Zealand, , http://www.stats.govt.nz/Census/2013-census.aspx, census data, Accessed: 9-Sep-2015; (1989) The Washington Accord, , www.ieagreements.org, Accessed: 9 Sept 2015; (2012) Wellington City Economic Development Strategy 2012-2015, , Technical report, Wellington City Council, Wellington; (2015) New Zealand Hiring Expectations - Quarter 3, , http://nz.hudson.com/latest-thinking/hudson-reportq32015, 2015. Accessed: 9 Sept 2015; Beering, S.C., Moving forward to improve Engineering education (2007) National Science Foundation, , Washington DC; Bender, G., Exploring conceptual models for community engagement at higher education institutions in South Africa: Conversation (2008) Perspectives in Education, 26 (1), pp. 81-95; Bordogna, J., Round, flat, or spiky: The world turns on an axis (2006) IEEE-USA Leadership Workshop, , Washington. IEEE; Boyer, E.L., Scholarship reconsidered: Priorities of the Professoriate (1990) Carnegie Foundation for the Advancement of Teaching, , Princeton, NJ; Brooks, F.P., (1975) The Mythical man-month, 1995. , Addison-Wesley Reading, MA; Cameron, I., Reidsema, C., Hadgraft, R., Australian engineering academe: A snapshot of demographics and attitudes (2011) 22nd Annual Conference of the Australasian Association for Engineering Education, , Fremantle, WA; Curtis, B., Matthewman, S., The managed university: The PBRF, its impacts and staff attitudes (2005) New Zealand Journal of Employment Relations, 30 (2), p. 1; Duderstadt, J.J., (2007) Engineering for a Changing Road, a Roadmap to the Future of Engineering Practice, Research, and Education; Etzkowitz, H., Leydesdorff, L., The dynamics of innovation: From national systems and 'mode 2' to a triple helix of university-industry-government relations (2000) Research Policy, 29 (2), pp. 109-123; Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., Trow, M., (1994) The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies, , Sage; Glaser, B., Strauss, A., The discovery of grounded theory: Strategies for qualitative inquiry (1967) Aldin, Chicago; Howieson, B., Hancock, P., Segal, N., Kavanagh, M., Tempone, I., Kent, J., Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants (2014) Journal of Accounting Education, 32 (3), pp. 259-275; Jansen, J.D., Mode 2 knowledge and institutional life: Taking Gibbons on a walk through a South African university (2002) Higher Education, 43 (4), pp. 507-521; Jessop, B., Critical semiotic analysis and cultural political economy (2004) Critical Discourse Studies, 1 (2), pp. 159-174; Male, S., King, R., (2014) Best Practice Guidelines for Effective Industry Engagement in Australian Engineering Degrees, , Australian Council of Engineering Deans Inc; Naur, P., Randell, B., (1968) Software Engineering: Report of a Conference Sponsored by the NATO Science Committee, , garmisch, Germany, 7-11 oct, brussels, scientific affairs division, nato; (2010) National Engineering Education Plan, , Technical report, IPENZ, Accessed: 9 Sept 2015; Norman, R., Oakden, J., (2014) Wellingtons Knowledge Economy - Coming to Grips with Technology Change, , Technical report, Victoria University of Wellington, Wellington; Nowotny, H., Scott, P., Gibbons, M., Mode 2 revisited: The new production of knowledge (2003) Minerva, 41 (3), pp. 179-194; Nowotny, H., Scott, P., Gibbons, M., (2001) Re-thinking Science: Knowledge and the Public in an Age of Uncertainty, , SciELO Argentina; M. of Education, (2014) Profile & Trends, New Zealands Education Sector 2013, , Technical report, New Zealand Government, Wellington; M. of Education, (2014) Tertiary Education Strategy 2014-2019, , Technical report, New Zealand Government, Wellington; Prichard, C., A warm embrace? New Zealand, universities and the 'knowledge-based economy' (2006) Social Epistemology, 20 (3-4), pp. 283-297; Research First, (2014) Engineering Barriers and Responses, , Technical report, E2E Engineering; Robinson, J., Norman, R., Bruce, C., (2014) Connecting Tertiary Education and Work - Challenges and Prospects for Wellington City and Victoria University of Wellington, , Technical report, Victoria University of Wellington, Unpublished; Sheppard, S.D., Macatangay, K., Colby, A., Sullivan, W.M., (2008) Educating Engineers: Designing for the Future of the Field, 2. , Jossey-Bass; Stehr, N., (1994) Knowledge Societies, , Sage, London; Stephens, J., Hernandez, M., Boyle, M., Learning from university-community partnerships (past and present) for sustainable development (2009) George Perkins Marsh Institute, , Working Paper; Wu, T.-C., Tong, Y., Issues and challenges of accounting education in China: Practitioner and academic perceptions (2004) Journal of American Academy of Business, 4 (1-2), pp. 208-217},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Balapumi2016,
author={Balapumi, R. and Von Konsky, B.R. and Aitken, A. and McMeekin, D.A.},
title={Factors influencing university students' self-regulation of learning: An exploratory study},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843067},
art_number={a5},
note={cited By 8; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962492267&doi=10.1145%2f2843043.2843067&partnerID=40&md5=0ea39cc019b9d6c7762c2464c9987d06},
affiliation={School of Information Systems, Curtin University, Perth, Australia; Acavista, Perth, Australia; Department of Spatial Sciences, Curtin University, Perth, Australia},
abstract={University students are expected to self-regulate their learning while maintaining high motivation in their tertiary education. However, not all students possess the competency required to self-regulate their learning independently. Students need guidance and support in developing the skills to self-regulate their learning. The aim of this study was, therefore, to identify factors that influence university students' self-regulation of learning. Structural Equation Modelling (SEM) based Partial Least Square (PLS) analysis revealed that students' goal, employment prospects, self-efficacy, metacognitive knowledge, prior learning experience, peer influence and family influence have a significant effect on university students' self-regulation of learning. Employment opportunities and teaching staff significant were also found to have an indirect impact on students' self-regulation of learning. Based on these results, the role of the teaching staff, academic managers, teaching and learning support staff as well as students themselves are discussed, together with the advancement of future research and practice in the facilitation of self-regulated learning in higher education. Copyright 2016 ACM.},
keywords={Australia;  Higher education;  Self-regulated learning (SRL)},
keywords={Deregulation;  Education;  Human resource management, Australia;  Employment opportunities;  Higher education;  Metacognitive knowledge;  Partial least square (PLS);  Self-regulated learning;  Structural equation modelling (SEM);  Teaching and learning, Students},
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J.: Englewood Cliffs, N. J.: Prentice Hall; Bandura, A., Social cognitive theory of self-regulation (1991) Organizational Behavior and Human Decision Processes, 50 (2), pp. 248-287; Bembenutty, H., Introduction: Self-regulation of learning in postsecondary education (2011) New Directions for Teaching and Learning, 2011 (126), pp. 3-8; De Vaus, D.A., (2002) Surveys in Social Research/David de Vaus, , 5th ed.. ed.. London: London: Routledge; Dowson, M., McInerney, D.M., The development and validation of the goal orientation and learning strategies survey (GOALS-S) (2004) Educational and Psychological Measurement, 64 (2), pp. 290-310; Friedel, J.M., Cortina, K.S., Turner, J.C., Midgley, C., Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases (2007) Contemporary Educational Psychology, 32 (3), pp. 434-458; Gonida, E., Kiosseoglou, G., Voulala, K., Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence (2007) European Journal of Psychology of Education, 22 (1), pp. 23-39; Gonida, E.N., Karabenick, S.A., Makara, K.A., Hatzikyriakou, G.A., Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? (2014) Learning and Instruction, 33, pp. 120-130; Gonida, E.N., Voulala, K., Kiosseoglou, G., Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence (2009) Learning and Individual Differences, 19 (1), pp. 53-60; Gutman, L.M., How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition (2006) Contemporary Educational Psychology, 31 (1), pp. 44-63; Haenlein, M., Kaplan, A.M., A beginner's guide to partial least squares analysis (2004) Understanding Statistics, 3 (4), pp. 283-297; Hailikari, T., Nevgi, A., Komulainen, E., Academic self-beliefs and prior knowledge as predictors of student achievement in Mathematics: A structural model (2007) Educational Psychology, 28 (1), pp. 59-71; Hair, J.F., Ringle, C.M., Sarstedt, M., PLS-SEM: Indeed a silver bullet (2011) The Journal of Marketing Theory and Practice, 19 (2), pp. 139-152; Healey, M., Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning (2005) Reshaping the University: New Relationships Between Research, Scholarship and Teaching, pp. 67-78; Järvelä, S., Järvenoja, H., Socially constructed self-regulated learning and motivation regulation in collaborative learning groups (2011) Teachers College Record, 113 (2), pp. 350-374; Jones, M.H., Estell, D.B., Alexander, J.M., Friends, classmates, and self-regulated learning: Discussions with peers inside and outside the classroom (2008) Metacognition and Learning, 3 (1), pp. 1-15; Kane, S., Lear, M., Dube, C.M., Reflections on the role of metacognition in student reading and learning at higher education level (2014) Africa Education Review, 11 (4), pp. 512-525; Kozanitis, A., Desbiens, J.-F., Chouinard, R., Perception of teacher support and reaction towards questioning: Its relation to instrumental help-seeking and motivation to learn (2007) International Journal of Teaching and Learning in Higher Education, 19 (3), pp. 238-250; Lau, K.L., Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes (2011) Educational Research and Evaluation, 17 (1), pp. 47-66; Ley, K., Young, D.B., Instructional principles for self-regulation (2001) Educational Technology Research and Development, 49 (2), pp. 93-103; Liaw, S.-S., Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system (2008) Computers & Education, 51 (2), pp. 864-873; Lieberman, D.A., Remedios, R., Do undergraduates' motives for studying change as they progress through their degrees? 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The National Center for Learning Disabilities; Tempelaar, D.T., The role of metacognition in business education (2006) Industry and Higher Education, 20 (5), pp. 291-297; Thompson, R.A., Zamboanga, B.L., Academic aptitude and prior knowledge as predictors of student achievement in introduction to psychology (2004) Journal of Educational Psychology, 96 (4), p. 778; Tobias, S., Everson, H.T., (2002) Knowing What You Know and What You Don't: Further Research on Metacognitive Knowledge Monitoring; Trigwell, K., Ashwin, P., Millan, E.S., Evoked prior learning experience and approach to learning as predictors of academic achievement (2012) British Journal of Educational Psychology, , no-no; Tsai, C.-C., Chuang, S.-C., Liang, J.-C., Tsai, M.-J., Self-efficacy in Internet-based learning environments: A literature review (2011) Journal of Educational Technology & Society, 14 (4), pp. 222-240; Wade, A., A social cognitive view of self-regulated academic learning (1989) Journal of Educational Psychology, 81 (3), pp. 329-339; Wigfield, A., Cambria, J., Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010) Developmental Review, 30 (1), pp. 1-35; Winne, P.H., Improving measurements of self-regulated learning (2010) Educational Psychologist, 45 (4), pp. 267-276; Wolters, C.A., Rosenthal, H., The relation between students' motivational beliefs and their use of motivational regulation strategies (2000) International Journal of Educational Research, 33 (7-8), pp. 801-820; Wolters, C.A., Yu, S.L., Pintrich, P.R., The relation between goal orientation and students' motivational beliefs and self-regulated learning (1996) Learning and Individual Differences, 8 (3), pp. 211-238; Woolley, G., Self-regulation, metacognition and engagement (2011) Reading Comprehension: Assisting Children with Learning Difficulties, pp. 147-161. , Springer Netherlands; Zimmerman, B.J., Self-regulated learning and academic achievement: An overview (1990) Educational Psychologist, 25 (1), pp. 3-17; Zimmerman, B.J., Self-efficacy and educational development (1995) Self-efficacy in Changing Societies, pp. 202-231. , A. Bandura Ed., Cambridge University Press; Zimmerman, B.J., Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation (1995) New Directions for Teaching and Learning, 1995 (63), p. 13; Zimmerman, B.J., Becoming a self-regulated learner: An overview (2002) Theory Into Practice, 41 (2), pp. 64-70},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Herbert201421,
author={Herbert, N. and de Salas, K. and Lewis, I. and Dermoudy, J. and Ellis, L.},
title={ICT curriculum and course structure: The great balancing act},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={21-30},
note={cited By 11},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984903626&partnerID=40&md5=4d31da5aa83e82012084c33a177ffae9},
affiliation={School of Computing and Information Systems, University of Tasmania, Private Bag 87, Hobart, TAS  7001, Australia},
abstract={This paper reports on an ICT curriculum development process that involved balancing a number of constraints that, in the words of an external academic advisory panel, resulted in a "very coherent, strong, contemporary" ICT curriculum. Instigated by an external school review that recommended the implementation of a single degree, the curriculum had to contain the knowledge requirements for students to develop the necessary skills for a set of ICT graduate level career outcomes identified by the local and national ICT industry. Due to a shrinking staff profile coupled with pressure for increased research output the School was instructed to offer only thirty undergraduate coursework units. Finally, the curriculum and course structure had to be attractive to domestic and international applicants and the curriculum also had to inspire graduate progression to a research higher degree. © 2014, Australian Computer Society, Inc.},
keywords={ICT career outcomes;  ICT curriculum},
keywords={Education;  Students, Advisory panel;  Course structure;  Curriculum development;  Graduate levels;  ICT career outcomes;  ICT industries;  Knowledge requirements;  Research outputs, Curricula},
references={Association for Computing Machinery Curricula Recommendations (2013), http://www.acm.org/education/curricula-recommendations, Accessed 17 Aug 2013; (2013) Computer Science Curricula 2013, , http://ai.stanford.edu/users/sahami/CS2013//strawmandraft/cs2013-strawman.pdf, Accessed 17 Aug 2013; (2008) Information Technology 2008: Curriculum Guidelines for Undergraduate Degree Programs in Information Technology, , http://www.acm.org//education/curricula/IT2008%20Curriculum.pdf, Accessed 17 Aug 2013; IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems (2010), http://www.acm.org/education/curricula/IS%202010%20ACM%20final.pdf, Accessed 17 Aug 2013; (2011) Australian Computer Society (2011), , Accreditation Manual, ACS; ACS Statistical Compendium 2012 (2012), http://www.acs.org.au/news-and-media/news-andmedia-releases/2012/acs-statistical-compendium-2012, Accessed 17 Aug 2013; Student Voices: Enhancing the experience of international students in Australia (2012), https://aei.gov.au/research/Publications/Documents/Student%20voices%20-%20FINAL.pdf, Accessed 17 Aug 2013; Meeting the Demand for ICT Skills in the Australian Public Service - Today and for the Future (2007), http://agimo.gov.au/files/2012/04/ICT_Skills_Taskforce:Report.pdf, August 2007, Accessed 17 Aug 2013; Information and communications technology Workforce study (2013), http://www.awpa.gov.au/publications/Documents/ICT-STUDY-FINAL-28-JUNE-2013.pdf, Accessed 17 Aug 2013; Calitz, A.P., Greyling, J.H., Cullen, M.D.M., ICT Career Track Awareness amongst ICT Graduates, ACM SAISSIT'11 (2011), pp. 59-66. , October 3-5, 2011, Cape Town, South Africa; School of Computing and Information Systems New Courses (2013), http://www.utas.edu.au/computing-information-systems/new-courses, Accessed 17 Aug 2013; The demand driven system: Undergraduate Applications and Offers (2013), http://www.innovation.gov.au/HigherEducation/ResourcesAndPublications/HigherEducationPublications/HigherEducationReports/Documents/UndergraduateApplicationsOffers2013.pdf, February 2013, Accessed 17 Aug 2013; Elizondo-Montemayor, L., Hernandez-Escobar, C., Ayala-Aguirre, F., Aguilar, G.M., Building a sense of ownership to facilitate change: The new curriculum (2008) International Journal of Leadership in Education, 11 (1), pp. 83-102; Gruba, P., Moffat, A., Søndergaard, H., Zobel, J., What Drives Curriculum Change? (2004) Proceedings of the Sixth Australasian Computing Education Conference, ACS, pp. 109-117; Healey, M., Linking research and teaching: exploring disciplinary spaces and the role of the inquiry-based learning (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching, pp. 67-78. , R. Barrett Ed. Open University Press, Maidenhead; Henkel, M., Kogan, M., Changes in curriculum and institutional structures (1999) Innovation and Adaption in Higher Education, , C. Gellert. ed, Jessica Kingsley Publ., 116 Pentonville Road, London, N19JB, England, Chapter 2; Herbert, N., de Salas, K., Lewis, I., Cameron-Jones, M., Chinthammit, W., Dermoudy, J., Ellis, L., Springer, M., Identifying career outcomes as the first step in ICT curricula development (2013) Fifteenth Australasian Computing Education Conference (ACE2013), , Adelaide, Australia, January 2013; Herbert, N., Dermoudy, J., Ellis, L., Cameron-Jones, M., Chinthammit, W., Lewis, I., de Salas, K., Springer, M., Industry-Led Curriculum Redesign (2013) Proceedings of the Fifteenth Australasian Computing Education Conference, ACS.; IGDA Curriculum Framework: The study of Games and Game Development (2008), http://www.igda.org/wiki/images/e/ee/Igda2008cf.pdf, Accessed 17 Aug 2013; Koppi, T., Naghdy, F., Managing educational change in the ICT discipline at the tertiary education level (2009), http://www.olt.gov.au/project-managing-educational-change-ict-uow-2006, Accessed 17 Aug 2013; Koppi, T., Edwards, S., Sheard, J., Naghdy, F., Brookes, W., The case for ICT work-integrated learning from graduates in the workplace (2010) Proceedings of the Twelfth Australasian Computing Education Conference, pp. 107-116. , Australian Computer Society, Brisbane; Off-shore and off work: The future of Australia's service industries in a global economy: An update, report for the Australian Services Union and the Finance Sector Union (2012), p. 1. , www.fsunion.org.au/Upload/Campaigns/Offshoring/NIEIR_2012_report_SPE004_SSU_offshoring_update_final_011012.pdf, Accessed 17 Aug 2013; Pilgrim, C., Industry and university perspectives of work integrated learning Programs in ICT Degrees (2012) ACIS 2012: Location, location, location: Proceedings of the 23rd Australasian Conference on Information Systems 2012, pp. 1-9. , ACIS, Geelong; Pollitzer, E., ICT Competitiveness Week, Digital Skills (Business Skills and Digital Skills Gaps) Workshop (2012), https://ec.europa.eu/digitalagenda/sites/digitalagenda/files/4._Digital_Skills_Report_Final.doc.pdf, Accessed 17 Aug 2013; Chief Information Office, Department of Science, Information Technology, Innovation and the Arts (2013), http://www.qgcio.qld.gov.au/products/ictworkforce-capability/careers-and-programs/ict-careerstreams, Accessed 17 Aug 2013; Roberts, M.R.H., McGill, T.J., Hyland, P.N., Attrition from Australian ICT Degrees - Why Women Leave (2012) Proceedings of the 14th Australian Computer Education Conference, , Melbourne, Australia, 30 January - 3 February 2012; Skills Framework for the Information Age (2013), http://www.sfia-online.org/, Accessed 17 Aug 2013; Strazdins, P., Research based education in computer science at the ANU (2007), http://cs.anu.edu.au/techreports/2007/TR-CS-07-05.pdf, Accessed 17 Aug 2013; Course Structures 'How to' guide (2013), http://www.utas.edu.au/__data/assets/pdf_file/0015/33360/Howto.pdf, Accessed 17 Aug 2013; von Konsky, B., Defining the ICT Profession: A Partnership of Stakeholders (2008) Proceedings of the 21st Annual NACCQ Conference, pp. 15-21. , S. Mann & M. Lopez (Eds.), Auckland, New Zealand: NACCQ},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hoda2014159,
author={Hoda, R. and Andreae, P.},
title={It's not them, it's us! why computer science fails to impress many first years},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={159-162},
note={cited By 12},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984895760&partnerID=40&md5=307450bc493b1cd96e5e32ac71a64823},
affiliation={Electrical and Computer Engineering, The University of Auckland, New Zealand; School of Engineering and Computer Science, Victoria University of Wellington, New Zealand},
abstract={High attrition and failure in first year computer science and software engineering courses has often been linked to the personal traits and skills of students - dividing the world into those that "get it" and those "that don't". We present several concrete strategies based on the recently developed Learning Edge Momentum (LEM) theory, which when applied together, were found useful in reducing failure rates. Based on the our experiences, we challenge our current understanding of attrition and failure in first year courses and dare to claim that maybe it's not them, it's us that is the problem. © 2014, Australian Computer Society, Inc.},
keywords={Attrition and failure rates;  Computer science;  First year course;  LEM theory;  Software engineering},
keywords={Computation theory;  Computer science;  Education;  Failure analysis;  Software engineering;  Students, Computer science and software engineerings;  Failure rate;  First year;  LEM theory;  Personal traits, Safety engineering},
references={Bloom, B., Englehart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D. Taxonomy of Educational Objectives: Handbook I Cognitive Domain (1956), NY: Longmans; Bornat, R., Dehnadi, S., Simon, Mental models, consistency and programming aptitude (2008) Proceedings of the Tenth Australasian Computing Education Conference (ACE 2008), pp. 53-62; Cross, E.M., The behavioral styles of computer programmers (1970) Proceedings of the Eighth Annual SIGCPR Conference, pp. 69-91; Curtis, B., Fifteen years of psychology in software engineering: Individual differences and cognitive cience (1984) Proceedings of the 7th International Conference on Software Engineering, pp. 97-106; Hudak, M.A., Anderson, D.E., Formal operations and learning style predict success in statistics and computer science courses. (1990) Teaching of Psychology, 17 (4), pp. 231-234; Myers, I.B., (1995) Gifts Differing: Understanding Personality Type, , Mountain View CA: Davies-Black Publishing; Piaget, J., The theory of stages in cognitive development (1971) Measurement and Piaget, pp. 1-11. , D.R. Green, M.P. Ford, & G.B. Flamer (Eds.), NY: McGrawHill; Pea, R.D., Kurland, D.M., On the Cognitive Prerequisites of Learning Computer Programming (1984), Technical Report No.18, Bank Street College of Education, New York, NY; Robins, A., Learning edge momentum: A new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; Wileman, S.A., Konvalina, J., Stephens, L.J., Factors influencing success in beginning computer science courses. (1981) Journal of Educational Research, 74, pp. 223-226; Wolfe, J.M., (1969) Testing for programming aptitude, pp. 67-67. , Datamation, April 1969; Woszczynski, A., Haddad, H., Zgambo, A., An IS student's worst nightmare: Programming courses (2005) 8th Annual Southern Association for Information Systems (SAIS), pp. 130-133},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague201465,
author={Teague, D. and Lister, R.},
title={Manifestations of preoperational reasoning on similar programming tasks},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={65-74},
note={cited By 4},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984876969&partnerID=40&md5=1893713ba5166a015a0f483001e1c76e},
affiliation={Queensland University of Technology, Brisbane, QLD, Australia; University of Technology, Sydney, Sydney, NSW, Australia},
abstract={In this research paper, we study a simple programming problem that only requires knowledge of variables and assignment statements, and yet we found that some early novice programmers had difficulty solving the problem. We also present data from think aloud studies which demonstrate the nature of those difficulties. We interpret our data within a neo-Piagetian framework which describes cognitive developmental stages through which students pass as they learn to program. We describe in detail think aloud sessions with novices who reason at the neo-Piagetian preoperational level. Those students exhibit two problems. First, they focus on very small parts of the code and lose sight of the "big picture". Second, they are prone to focus on superficial aspects of the task that are not functionally central to the solution. It is not until the transition into the concrete operational stage that decentration of focus occurs, and they have the cognitive ability to reason about abstract quantities that are conserved, and are equipped to adapt skills to closely related tasks. Our results, and the neo-Piagetian framework on which they are based, suggest that changes are necessary in teaching practice to better support novices who have not reached the concrete operational stage. © 2014, Australian Computer Society, Inc.},
keywords={Neo-Piagetian theory;  Novice programming;  Think aloud},
keywords={Computation theory;  Concretes;  Education;  Students, Cognitive ability;  Developmental stage;  Neo-piagetian theories;  Novice programming;  Operational stages;  Programming problem;  Teaching practices;  Think aloud, Problem solving},
references={Corney, M., Teague, D., Ahadi, A., Lister, R., Some Empirical Results for Neo-Piagetian Reasoning in Novice Programmers and the Relationship to Code Explanation Questions (2012) Proc. of 14th Australasian Computing Education Conference (ACE 2012), 123, pp. 77-86. , Melbourne, Australia, ACS; Du Boulay, B., Studying the Novice Programmer (1989) Some Difficulties of Learning to Program, pp. 283-300. , In E. Soloway & J. C. Sphorer (Eds.), Hillsdale, NJ: Lawrence Erlbaum; Flavell, J.H., Cognitive Development (1977) Englewood Cliffs, , NJ: Prentice Hall; Lewis, C.M., The importance of students' attention to program state: a case study of debugging behavior (2012) Proc. of 9th Annual International Conference on International Computing Education Research (ICER 2012), pp. 127-134. , Auckland, New Zealand, ACM; Lister, R., Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer (2011) Proc. of 13th Australasian Computer Education Conference (ACE 2011), 114, pp. 9-18. , Perth, WA, ACS; Perkins, D.N., Martin, F., (1986) Fragile Knowledge and Neglected Strategies in Novice Programmers, , In E. Soloway & S. Iyengar (Eds.), Empirical Studies of Programmers. Norwood, New Jersey: Ablex Publishing Corporation; Piaget, J., (1971) Order of Succession Inherent in Cyclic Movements. Chapter 2 of The Child's Conception of Movement and Speed, pp. 37-60. , New York: Ballantine Books; Piaget, J., Chapter 1 of The Child's Conception of Movement and Speed 3-36 (1971) Problem of Alternative Directions of Travel, , New York: Ballantine Books; Siegler, R.S., (2006) Microgenetic Analyses of Learning, 2, pp. 464-510. , In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.) Handbook of Child Psychology (6th ed)Cognition, Perception and Language. Hoboken, NJ: Wiley; Teague, D., Corney, M., Ahadi, A., Lister, R., A Qualitative Think Aloud Study of the Early Neo-Piagetian Stages of Reasoning in Novice Programmers (2013) Proc. of 15th Australasian Computing Education Conference (ACE 2013), 136, pp. 87-95. , Adelaide, Australia, ACS},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague201441,
author={Teague, D. and Lister, R.},
title={Longitudinal think aloud study of a novice programmer},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={41-50},
note={cited By 10},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984871068&partnerID=40&md5=14459959786d7f42726d19562b69b145},
affiliation={Queensland University of Technology, Brisbane, QLD, Australia; University of Technology, Sydney, Sydney, NSW, Australia},
abstract={Recent research from within a neo-Piagetian perspective proposes that novice programmers pass through the sensorimotor and preoperational stages before being able to reason at the concrete operational stage. However, academics traditionally teach and assess introductory programming as if students commence at the concrete operational stage. In this paper, we present results from a series of think aloud sessions with a single student, known by the pseudonym "Donald". We conducted the sessions mainly over one semester, with an additional session three semesters later. Donald first manifested predominately sensorimotor reasoning, followed by preoperational reasoning, and finally concrete operational reasoning. This longitudinal think aloud study of Donald is the first direct observational evidence of a novice programmer progressing through the neo-Piagetian stages. © 2014, Australian Computer Society, Inc.},
keywords={Neo-Piagetian theory;  Programming;  Think aloud},
keywords={Computation theory;  Concretes;  Mathematical programming;  Students, Introductory programming;  Neo-piagetian theories;  Novice programmer;  Operational stages;  Recent researches;  Think aloud, Education},
references={Bennedsen, J., Caspersen, M., Abstraction ability as an indicator of success for learning computing science? (2008) Proc. of 4th International Workshop on Computing Education Research (ICER 2008) Sydney, pp. 15-26. , Australia; Biggs, J., Collis, K., Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome) (1982), Academic Press, New York, NY; Bloom, B.S., Taxonomy of Educational Objectives: Handbook I: Cognitive Domain (1956), Longmans, Green and Company; Bond, T., Piaget and the Pendulum (2005) The pendulum: scientific, historical, philosophical and educational perspectives, pp. 303-313. , In Matthews, M., Gauld, C. and Arthur Stinner, A. (Eds). Springer; Boom, J., Commentary on: Piaget's stages: the unfinished symphony of cognitive development (2004) New Ideas in Psychology, 22, pp. 239-247; Cole, M., Cultural Psychology: A Once and Future Discipline (1996), Cambridge, Mass: Belknap Press of Harvard University Press; Corney, M., Teague, D., Ahadi, A., Lister, R., Some Empirical Results for Neo-Piagetian Reasoning in Novice Programmers and the Relationship to Code Explanation Questions (2012) Proc. of 14th Australasian Computing Education Conference (ACE2012), 123, pp. 77-86. , Melbourne, Australia, ACS; Demetriou, A., Shayer, M., Efklides, A., Neo-Piagetian Theories of Cognitive Development: Implications and Applications for Education (1992), (Eds). London: New York: Routledge; Du Boulay, B., Some Difficulties of Learning to Program (1989) Studying the Novice Programmer, pp. 283-300. , In E. Soloway and J. C. Sphorer (Eds.). Hillsdale, NJ: Lawrence Erlbaum; Feldman, D., Piaget's stages: the unfinished symphony of cognitive development (2004) New Ideas in Psychology, 22, pp. 175-231; Flavell, J., Miller, P., Miller, S., Cognitive Development (4th Edition) (2001), Pearson; Inhelder, B., Piaget, J., The Growth of Logical Thinking from Childhood to Adolescence (1958), Routledge & Kegan Paul, London; Lister, R., Clear, T., Simon Bouvier, D., Carter, P., Eckerdal, A., Jackova, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analysing examination responses to study the novice programmer (2010) SIGCSE Bull, 41 (4), pp. 156-173. , http://doi.acm.org/10.1145/1709424.1709460, January; Lourenco, O., Machado, A., In defense of Piaget's theory: a reply to 10 common criticisms (1996) Psychological Review, 103 (1), pp. 143-164; Ericsson, K.A., Simon, H.A., Protocol Analysis: Verbal Reports as Data (1993), Cambridge, MA: Bradford; Levin, I., (Ed.) Stage and Structure: Reopening the Debate (1986), Norwood, New Jersey: Ablex; Lewis, C., The importance of students' attention to program state: a case study of debugging behavior (2012) Proc. of 9th Annual International Conference on International Computing Education Research (ICER 2012), pp. 127-134. , Auckland, New Zealand, September 10 - 12; Lister, R., Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer (2011) Proc. of 13th Australasian Computer Education Conference (ACE 2011), pp. 9-18. , http://crpit.com/confpapers/CRPITV114Lister.pdf, Perth, Australia Accessed April 2013; (2013), http://www.smartpen.com.au/, Accessed April 2013; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi- Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bull, 33 (4), pp. 125-140; Siegler, R., Emerging Minds: The Process of Change in Children's Thinking (1996), New York: Oxford University Press; Siegler, R.S., Microgenetic analyses of learning (2006) Handbook of Child Psychology, 2, pp. 464-510. , In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.): Cognition, Perception and Language (6th ed) Hoboken, NJ: Wiley; Sutherland, P., Cognitive Development Today: Piaget and his Critics (1992), London: Chapman; Teague, D., Corney, M., Ahadi, A., Lister, R., A Qualitative Think Aloud Study of the Early Neo- Piagetian Stages of Reasoning in Novice Programmers (2013) Proc. of 15th Australasian Computing Education Conference (ACE2013), 136, pp. 87-96. , http://crpit.com/Vol136.html, Adelaide, Australia. CRPIT. Carbone, A. and Whalley, J., Eds; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Australian Computer Science Communications, 52, pp. 243-252. , http://crpit.com/confpapers/CRPITV52Whalley.pdf},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Mason2014139,
author={Mason, R. and Cooper, G.},
title={Introductory programming courses in Australia and New Zealand in 2013 - trends and reasons},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={139-147},
note={cited By 17},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984870533&partnerID=40&md5=42604096521864237db271ae681c222f},
affiliation={Southern Cross Business School, Southern Cross University, Coffs Harbour, NSW, Australia},
abstract={This paper reports the results of a survey of 38 introductory programming courses in Australian and New Zealand universities, conducted in the first half of 2013. Results of this survey are compared with a survey conducted in 2010 on Australian universities and two other previous studies conducted in 2001 and 2003. Trends in student numbers, programming paradigm, programming languages and environment/tools used, as well as the reasons for choice of such are reported. Other aspects of first programming courses such as instructor experience, external delivery of courses and resources given to students are also examined. The results indicate a trend towards the adoption of Python for Introductory Computer Programming courses and that this language is being used in a structured approach for programming. Introductory computer programming courses that focus upon an Object Orientated approach predominantly use Java. © 2014, Australian Computer Society, Inc.},
keywords={Australian university courses;  Introductory programming;  New zealand university courses;  Pedagogy;  Programming environments;  Programming languages;  Trends},
keywords={Computer programming languages;  Education;  Java programming language;  Students;  Surveys;  Teaching, Introductory programming;  Pedagogy;  Programming environment;  Trends;  University course, Computer programming},
references={(2011) Australian ICT Statistical Compendium 2011, , http://www.acs.org.au/2011compendium/, [Online]. Available at: [Accessed: February 2012]; Bloch, S.A., Scheme and Java in the first year. (2000) Journal of Computing Sciences in Colleges, 15 (5), pp. 157-165. , [Accessed: 9 May 2011]; Dale, N., Content and emphasis in CS1 (2005) ACM SIGCSE Bulletin, 37 (4), pp. 69-73; Dale, N.B., Most difficult topics in CS1: results of an online survey of educators. (2006) ACM SIGCSE Bulletin, 38 (2), pp. 49-53. , [Online]. Available at: doi:Reviewed paper; (2011) Australian Jobs 2011, , http://www.deewr.gov.au/Employment/ResearchStatistics/Pages/AustralianJobs.aspx, [Online]. Available at: [Accessed: 22 August 2011]; Jenkins, T., (2002) On the difficulty of learning to program., pp. 53-58. , In: Proceedings of the 3rd annual conference of the LTSN-ICS, 2002, Loughborough, Ireland; Mason, R., Cooper, G., de Raadt, M., Trends in Introductory Programming Courses in Australian Universities-Languages, Environments and Pedagogy (2012) Proceedings of the Fourteenth Australasian Computing Education Conference (ACE2012), , http://crpit.com/confpapers/CRPITV123Mason.pdf, In: de Raadt, M. and Carbone, A. (eds.), 123, January 2012, Melbourne, Australia: Australian Computer Society, Inc., p.33-42. [Online]. Available at:; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students. (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-180. , [Online]. Available at: doi:Working group report; Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., Devlin, M., Paterson, J., A survey of literature on the teaching of introductory programming. (2007) ACM SIGCSE Bulletin, 39 (4), pp. 204-223. , [Online]. Available at:; de Raadt, M., Watson, R., Toleman, M., Language trends in introductory programming courses (2002) Informing Science + IT Education Conference., , http://proceedings.informingscience.org/IS2002Proceedings/papers/deRaa136Langu.pdf, [Online]. Available at:; de Raadt, M., Watson, R., Toleman, M., Introductory programming: what's happening today and will there be any students to teach tomorrow (2004) In: ACE'04 Proceedings of the Sixth Conference on Australasian Computing Education, 30, pp. 277-282. , 2004, Australian Computer Society, Inc; Sweller, J., (1999) Instructional design in technical areas, , Camberwell, VIC: The Australian Council for Educational Research Ltd},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Nguyen2013155,
author={Nguyen, T.T.L. and Carbone, A. and Sheard, J. and Schuhmacher, M.},
title={Integrating source code plagiarism into a virtual learning environment: Benefits for students and staff},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={155-164},
note={cited By 7; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026501248&partnerID=40&md5=e71dd9617d596915192ff60a48c2a220},
affiliation={Faculty of Information Technology, Monash University, PO Box 197, Caulfield East, VIC  3145, Australia; Monash University, PO Box 197, Caulfield East, VIC  3145, Australia},
abstract={Source code plagiarism is a growing concern in computing related courses. There are a variety of tools to help academics detect suspicious similarity in computer programs. These are purpose-built and necessarily different from the more widely used text-matching tools for plagiarism detection in essays. However, not only is the adoption of these code plagiarism detection tools very modest, the lack of integration of these tools into learning environments means that they are, if used, just intended to identify offending students, rather than as an educational tool to raise their awareness of this sensitive problem. This paper describes the development of a plugin to integrate the two well-known code plagiarism detectors, JPlag and MOSS, into an open source virtual learning environment, Moodle, to address the needs of academics teaching computer programming at an Australian University. A study was carried out to evaluate the benefits offered by such integration for academics and students. © 2013, Australian Computer Society, Inc.},
keywords={Academic integrity;  Plagiarism;  Source code matching tools},
keywords={Codes (symbols);  Computer aided instruction;  Computer programming;  Computer programming languages;  E-learning;  Intellectual property;  Open source software;  Open systems;  Students;  Teaching;  Virtual addresses, Academic integrity;  Learning environments;  Plagiarism;  Plagiarism detection;  Sensitive problems;  Source code plagiarisms;  Source codes;  Virtual learning environments, Education},
references={Aiken, A., (1995) MOSS-A System for Detecting Software Plagiarism (Online), , http://theory.stanford.edu/~aiken/moss/, (Accessed); Biggam, J., Mccann, M., A study of Turnitin as an educational tool in student dissertations (2010) Interactive Technology and Smart Education, 7 (1), pp. 44-54; Bowyer, K.W., Hall, L.O., Reducing Effects of Plagiarism in Programming Classes (2001) Journal of Information System Education, 12 (3), pp. 141-148; (2012) plagiarism. Encyclopeadia Britannica Online, , http://www.britannica.com/EBchecked/topic/462640/plagiarism, Retrieved 01 November, 2012; Cosma, G., Joy, M., Towards a Definition of Source-Code Plagiarism (2008) IEEE Transactions on Education, 51 (2), pp. 195-200; D'souza, D., Hamilton, M., Harris, M.C., Software development marketplaces: implications for plagiarism (2007) Proc of the ninth Australasian conference on Computing education, (66), pp. 27-33. , Ballarat, Victoria 1273676 Australian Computer Society, Inc; Daly, C., Horgan, J., (2005) Patterns of plagiarism, , Proceedings of the 36th SIGCSE technical symposium on Computer science education, 383-387, ACM; Dick, M., Sheard, J., Hasen, M., (2008) Prevention is Better than Cure: Addressing Cheating and Plagiarism Based on the IT Student Perspective, , In: Student Plagiarism in an Online World: Problems and Solutions. Roberts, T. S. (ed.). Hershey, PA: Information Science Reference; Faidhi, J., Robinson, S., An empirical approach for detecting program similarity and plagiarism within a university programming environment (1987) Computers & Education, 11 (1), pp. 11-19; Lancaster, T., Culwin, F., A Comparison of Source Code Plagiarism Detection Engines (2010) Computer Science Education, 14 (2), pp. 101-112; Liu, C., Chen, C., Han, J., Yu, P.S., (2006) GPLAG: Detection of Software Plagiarism by Program Dependence Graph Analysis, , KDD '06 Proceedings of the 12th ACM SIGKDD international conference on Knowledge discovery and data mining New York, ACM; Parker, A., Hamblen, J.O., Computer Algorithms for Plagiarism Detection (1989) IEEE Transactions on Education, 32 (2), pp. 94-99; Prechelt, L., Malpohl, G., Philippsen, M., Finding Plagiarisms among a Set of Programs with JPlag (2002) Journal of Universal Computer Science, 8 (11), pp. 1016-1038; Roberts, E., Strategies for promoting academic integrity in CS courses (2002) 32nd Annual Frontier in Education, 2; Rolfe, V., Can Turnitin be used to provide instant formative feedback? (2011) British Journal of Educational Technology, 42 (4), pp. 701-710; Sheard, J., Dick, M., Computing student practices of cheating and plagiarism: a decade of chang (2011) Proceedings of the 16th annual joint conference on Innovation and technology in computer science education, pp. 233-237. , ACM Darmstadt, Germany 1999813; Sheard, J., Dick, M., Markham, S., Macdonald, I., Walsh, M., (2002) Cheating and Plagiarism: Perceptions and Practices of First Year IT Students, , Proceedings of the 7th annual conference on Innovation and technology in computer science education, New York, ACM; Wagner, N.R., (2000) Plagiarism by Student Programmers, , http://www.cs.utsa.edu/~wagner/pubs/plagiarism0.html, (Accessed); Zobel, J., (2004) "Uni cheats racket": a case study in plagiarism investigation, , ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education, Darlinghurst, Australia, 30, ACM},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Herbert201331,
author={Herbert, N. and de Salas, K. and Lewis, I. and Cameron-Jones, M. and Chinthammit, W. and Dermoudy, J. and Ellis, L. and Springer, M.},
title={Identifying career outcomes as the first step in ICT curricula development},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={31-40},
note={cited By 8; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015210970&partnerID=40&md5=489a22e999c5046d81885da6212b7268},
affiliation={School of Computing and Information Systems, University of Tasmania, Private Bag 87, Hobart, Tasmania  7001, Australia},
abstract={While much advertising for ICT degrees uses career outcomes to market them to potential students, there is little evidence about whether these outcomes have been truly embedded into the curriculum and hence whether they can actually be attained by students. This paper reports on a process to design a University ICT curriculum that is directly informed by the career outcomes relevant to the local and national ICT industry. © 2013, Australian Computer Society, Inc.},
keywords={ICT career outcomes;  ICT curriculum;  ICT degree;  ICT graduates;  ICT skills},
keywords={Students, Curricula development;  ICT career outcomes;  ICT degree;  ICT graduates;  ICT industries;  Ict skills, Curricula},
references={Information Technology 2008: Curriculum Guidelines for Undergraduate Degree Programs in Information Technology (2008), http://www.acm.org//education/curricula/IT2008%20Curriculum.pdf, Accessed 26 Oct 2012; (2011), Australian Computer Society (2011): Accreditation Manual, ACS; Alexander, P.M., Holmner, M., Lotriet, H.H., Matthee, M.C., Pieterse, H.V., Naidoo, S., Twinomurinzi, H., Jordaan, D., Factors Affecting Career Choice: Comparison between Students from computer and other disciplines (2010) Journal of Science Education and Technology, , Springer, 16 October 2010; Babin, R., Grant, K., Sawal, L., Identifying Influencers in High School Student ICT Career Choice (2010) Information Systems Educational Journal, 8 (26); Biggers, M., Brauer, A., Yilmaz, T., Student Perceptions of Computer Science: A Retention Study Comparing Graduating Seniors vs. CS Leavers (2008) ACM SIGCSE'08, pp. 402-406. , 12-15 March 2008, Portland Oregon, USA; Calitz, A.P., Greyling, J.H., Cullen, M.D.M., ICT Career Track Awareness amongst ICT Graduates (2011) ACM SAISSIT'11, pp. 59-66. , October 3-5, 2011, Cape Town, South Africa; Elizondo-Montemayor, L., Hernandez-Escobar, C., Ayala-Aguirre, F., Aguilar, G.M., Building a sense of ownership to facilitate change: The new curriculum (2008) International Journal of Leadership in Education, 11 (1), pp. 83-102; Gruba, P., Moffat, A., Søndergaard, H., Zobel, J., "What Drives Curriculum Change?" (2004) Proceedings of the Sixth Australasian Computing Education Conference, pp. 109-117. , ACS; Henkel, M., Kogan, M., Changes in curriculum and institutional structures (1999) 'Innovation and Adaption in Higher Education', , C. Gellert. ed, Jessica Kingsley Publ., 116 Pentonville Road, London, N19JB, England, Chapter 2; Herbert, N., Dermoudy, J., Ellis, L., Cameron-Jones, M., Chinthammit, W., Lewis, I., de Salas, K., Springer, M., Industry-Led Curriculum Redesign (2013) To appear in Proceedings of the Fifteenth Australasian Computing Education Conference, , ACS; Monash University 2012 Handbook, , http://monash.edu/pubs/2012handbooks/units/index-byfaculty-it.html, Accessed 8 August 2012; Nagarajan, S., Edwards, J., "Towards Understanding the Non-technical Work Experiences of Recent Australian Information Technology Graduates" (2008) Proceedings of the Tenth Australasian Computing Education Conference, pp. 103-112. , ACS; http://www.qgcio.qld.gov.au/qgcio/projectsandservices/ictworkforcecapability/Pages/ICTcareerstreams.aspx, Accessed 8 August 2012; (2012) Handbook, , http://www.qut.edu.au/study/courses/bachelor-of-information-technology, Accessed 8 August 2012; http://www.sfia.org.uk, Accessed 8 August 2012; (2012) Handbook, , http://courses.swinburne.edu.au/courses/Bachelor-of-Information-Technology-I050/local, Accessed 8 August 2012; (2012) Handbook, , http://courses.utas.edu.au/portal/page/portal/COURSE_UNIT/UTAS_CU_ENTRY?P_CONTEXT=NEW, Accessed 8 August 2012; von Konsky, B., "Defining the ICT Profession: A Partnership of Stakeholders." (2008) Proceedings of the 21st Annual NACCQ Conference, pp. 15-21. , S. Mann and M. Lopez (Eds.). Auckland, New Zealand: NACCQ},
correspondence_address1={Herbert, N.; School of Computing and Information Systems, Private Bag 87, Australia; email: Nicole.Herbert@utas.edu.au},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Wood201313,
author={Wood, K. and Parsons, D. and Gasson, J. and Haden, P.},
title={It's never too early: Pair programming in CS1},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={13-21},
note={cited By 17; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85003664047&partnerID=40&md5=c8bd44e7fe6b2a91fa3f45595f93a601},
affiliation={School of ICT, Otago Polytechnic, Dunedin, New Zealand},
abstract={This paper describes the use of the Pair Programming software development methodology in the earliest weeks of a first programming course. Based on a broad, subjective assessment of "programming confidence", instructors placed students in level-matched pairs for a portion of their programming exercises. Students who began at the lowest levels of confidence showed significantly better exercise completion rates when paired than when working individually. Student response to the Pair Programming technique was uniformly positive, and teaching staff report pedagogical, mechanical and social benefits from the practice. These data indicate that successful programming pairs can be constructed based on tutors' subjective judgements of student performance very early in CS1, before exam scores or code quality assessments are available. Thus Pair Programming can be an effective classroom intervention even with extreme novices. © 2013, Australian Computer Society, Inc.},
keywords={Novice programmer;  Pair programming;  Programming education},
keywords={Education;  Software design;  Software engineering;  Teaching, Novice programmer;  Pair-programming;  Programming course;  Programming education;  Programming exercise;  Student performance;  Subjective assessments;  Subjective judgement, Students},
references={Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) ACM SIGSCE Bulletin, 39 (2), pp. 32-36; Cliburn, D., Experiences with pair programming at a small college (2003) Journal of Computing Sciences in Colleges, 19 (1), pp. 20-29; Hanks, B., Student performance in CS1 with distributed pair programming (2005) ACM SIGSCE Bulletin, 37 (3), pp. 316-320; Katira, N., Williams, L., Osborne, J., Towards increasing the compatibility of student pair programmers (2005) Proceedings of the 27th International Conference on Software Engineering, pp. 625-626. , St. Louis, MO, USA; McDowell, C., Hanks, B., Werner, L., Experimenting with pair programming in the classroom (2003) Proceedings of the 8th annual conference on Innovation and technology in computer science education, pp. 60-64. , Thessaloniki, Greece; Mendes, E., Al-Fakhri, L., Luxton-Reilly, A., Investigating pair-programming in a 2nd-year software development and design computer science course (2005) Proceedings of the 8th annual conference on Innovation and technology in computer science education, pp. 296-300. , Thessaloniki, Greece; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-180; McDowell, C., Werner, L., Bullock, H., Fernald, J., Pair programming improves student retention, confidence, and program quality (2006) Communications of the ACM, 49 (8), pp. 90-95; Radermacher, A., Walia, G., Investigating the effective implementation of pair programming: An empirical investigation (2011) Proceedings of the 42nd ACM technical symposium on Computer science education, pp. 655-660. , Dallas, Texas, USA; Robins, A., Learning edge momentum: a new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; Thomas, L., Ratcliffe, M., Robertson, A., Code warriors and code-aphobes: a study in attitude and pair programming (2003) ACM SIGCSE Bulletin, 35 (1), pp. 363-367; Williams, L., Lessons learned from seven years of pair programming at North Carolina State University (2007) SIGSCE Bulletin, 39 (4), pp. 79-83},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Simon201261,
author={Simon and Sheard, J. and Carbone, A. and Chinn, D. and Laakso, M.-J. and Clear, T. and de Raadt, M. and D'Souza, D. and Lister, R. and Philpott, A. and Skene, J. and Warburton, G.},
title={Introductory programming: Examining the exams},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={61-70},
note={cited By 19; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072033112&partnerID=40&md5=3379ef74b31b94a98b5dca56a6ac3dc7},
affiliation={University of Newcastle, Australia; Monash University, Australia; University of Washington, Tacoma, United States; University of Turku, Finland; Auckland University of Technology, New Zealand; Moodle, United Kingdom; RMIT University, Australia; University of Technology Sydney, Australia; Australia},
abstract={This paper describes a classification scheme that can be used to investigate the characteristics of introductory programming examinations. The scheme itself is described and its categories explained. We describe in detail the process of determining the level of agreement among classifiers, that is, the inter-rater reliability of the scheme, and we report the results of applying the classification scheme to 20 introductory programming examinations. We find that introductory programming examinations vary greatly in the coverage of topics, question styles, skill required to answer questions and the level of difficulty of questions. This study is part of a project that aims to investigate the nature and composition of formal examination instruments used in the summative assessment of introductory programming students, and the pedagogical intentions of the educators who construct these instruments. © 2012, Australian Computer Society, Inc.},
keywords={Computing education;  Examination papers;  Introductory programming},
keywords={Classification scheme;  Computing education;  Inter-rater reliabilities;  Introductory programming;  Level of difficulties;  Summative assessments},
references={Anderson, L.W., Sosniak, L.A., Excerpts from "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain" (1994) In Bloom's Taxonomy: A Forty Year Retrospective, pp. 9-27. , LW Anderson and LA Sosniak, Eds. Chicago, Illinois, USA: The University of Chicago Press; Banerjee, M., Capozzoli, M., McSweeney, L., Sinha, D., Beyond kappa: a review of interrater agreement measures (1999) Canadian Journal of Statistics, 27, pp. 3-23; Carbone, A., (2007) Principles for designing programming tasks: how task characteristics influence student learning of programming, , PhD dissertation, Monash University, Australia; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Simon, B., Thompson, E., Reliably classifying novice programmer exam response using the SOLO taxonomy (2008) 21st Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2008), pp. 23-30. , Auckland, New Zealand; Dale, N., Content and emphasis in CS1 (2005) SIGCSE Bulletin, 37, pp. 69-73; Dale, N., Most difficult topics in CS1: Results of an online survey of educators (2006) SIGCSE Bulletin, 38, pp. 49-53; Dart, B., Boulton-Lewis, G., The SOLO model: Addressing fundamental measurement issues (1998) Teaching and Learning in Higher Education, pp. 145-176. , M. Turpin, Ed. Camberwell, Victoria, Australia: ACER Press; Davies, M., Fleiss, J.L., Measuring agreement for multinomial data (1982) Biometrics, 38, pp. 1047-1051; Elliott Tew, A., (2010) Assessing fundamental introductory computing concept knowledge in a language independent manner, , PhD dissertation, Georgia Institute of Technology, USA; Elliott Tew, A., Guzdial, M., (2010) Developing a validated assessment of fundamental CS1 concepts, pp. 97-101. , SIGCSE 2010, Milwaukee, Wisconsin, USA; Goldfinch, T., Carew, A.L., Gardner, A., Henderson, A., McCarthy, T., Thomas, G., Cross-institutional comparison of mechanics examinations: a guide for the curious (2008) Conference of the Australasian Association for Engineering Education, pp. 1-8. , Yeppoon, Australia; Lister, R., After the gold rush: toward sustainable scholarship in computing (2008) Tenth Australasian Computing Education Conference (ACE 2008), pp. 3-17. , Wollongong, Australia; Lister, R., Concrete and other neo-Piagetian forms of reasoning in the novice programmer (2011) 13th Australasian Computing Education Conference (ACE 2011), pp. 9-18. , Perth, Australia; Lister, R., Clear, T., Simon Bouvier, D.J., Carter, P., Eckerdal, A., Jacková, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2010) SIGCSE Bulletin, 41, pp. 156-173; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Fourth International Computing Education Research Workshop (ICER 2008), pp. 101-112. , Sydney, Australia; Morrison, B., Clancy, M., McCartney, R., Richards, B., Sanders, K., Applying data structures in exams (2011) SIGCSE 2011, pp. 631-636. , Dallas, Texas, USA; Parsons, D., Haden, P., Parson's programmimg puzzles: a fun and effective learning tool for first programming courses (2006) Eighth Australasian Computing Education Conference (ACE 2006), pp. 157-163. , Hobart, Australia; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 exam question content (2011) SIGCSE 2011, pp. 631-636. , Dallas, Texas, USA; Schulte, C., Bennedsen, J., What do teachers teach in introductory programming? (2006) Second International Computing Education Research Workshop (ICER 2006), pp. 17-28. , Canterbury, UK; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J., Going SOLO to assess novice programmers (2008) 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2008), pp. 209-213. , Madrid, Spain; Sheard, J., Simon Hamilton, M., Lönnberg, J., Analysis of research into the teaching and learning of programming (2009) Fifth International Computing Education Research Workshop (ICER 2009), pp. 93-104. , Berkeley, CA, USA; Sheard, J., Simon Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., Exploring programming assessment instruments: a classification scheme for examination questions (2011) Seventh International Computing Education Research Workshop (ICER 2011), pp. 33-38. , Providence, RI, USA; Shuhidan, S., Hamilton, M., D'Souza, D., Instructor perspectives of multiple-choice questions in summative assessment for novice programmers (2010) Computer Science Education, 20, pp. 229-259; Simon, A.C., de Raadt, M., Lister, R., Hamilton, M., Sheard, J., Classifying computing education papers: process and results (2008) Fourth International Computing Education Research Workshop (ICER 2008), pp. 161-171. , Sydney, NSW, Australia; Simon, B., Clancy, M., McCartney, R., Morrison, B., Richards, B., Sanders, K., Making sense of data structures exams (2010) Sixth International Computing Education Research Workshop (ICER 2010), pp. 97-105. , Aarhus, Denmark; Venables, A., Tan, G., Lister, R., A closer look at tracing, explaining and code writing skills in the novice programmer (2009) Fifth International Computing Education Research Workshop (ICER 2009), pp. 117-128. , Berkeley, CA, USA; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An Australasian study of reading and comprehension skills in novice programmers, using the Bloom and SOLO taxonomies (2006) Eighth Australasian Computing Education Conference (ACE 2006), pp. 243-252. , Hobart, Australia; Williams, D., Clarke, D., Mathematical task complexity and task selection (1997) Mathematical Association of Victoria 34th Annual Conference, pp. 406-415. , Clayton, Vic, Australia},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Alammary2012121,
author={Alammary, A. and Carbone, A. and Sheard, J.},
title={Implementation of a smart lab for teachers of novice programmers},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={121-130},
note={cited By 11; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881152557&partnerID=40&md5=aaaeb681178af492110618dc963e8c8f},
affiliation={Faculty of Information Technology, Monash University, Melbourne, Australia},
abstract={Communication between students and their instructors in the lab is a limited commodity. With limited access to the tutor, students can sometimes spend a long time trying to fix simple errors, continually revisiting and repeating the same errors. Instructors, on the other hand, find themselves explaining the same mistakes over and over again. It is often not clear to them how well individual students are progressing toward meeting the task objectives. This paper introduces a new implementation of Smart Classroom technology for introductory programming computer laboratories. The Smart Lab is intended to make the computer lab a better educational environment for both students and instructors. In the Smart Lab instructors are provided with information about each student's progress as they perform programming tasks, enabling the instructors to readily respond to individual student's problems and assess the overall progress of the class. Two different evaluation approaches were used to test the new implementation: an expert review session and a lab study. The evaluation found that the Smart Lab improved instructors understanding of their students' problems enabling them to provide timely and appropriate feedback. It also provided instructors with better understanding of their students' programming strategies and compilation behaviours. © 2012, Australian Computer Society, Inc.},
keywords={Feedback;  Introductory programming;  Learning technology;  Smart Classroom;  Tutoring},
keywords={Computer programming;  Feedback;  Laboratories, Computer laboratory;  Educational environment;  Evaluation approach;  Introductory programming;  Learning technology;  Programming tasks;  Smart classroom;  Tutoring, Students},
references={Arnow, D., Barshay, O., WebToTeach: an interactive focused programming exercise system (2002) 29th ASEWIEEE Frontiers in Education Conference San Juan, p. 12A9. , Puerto Rico, IEEE; Carbone, A., (2007) Principles for designing programming tasks: How the nature of task characteristics influence students learning of programming, , PhD Dissertation, Monash University; Carbone, A., Mitchell, I., Hurst, J., An exploration of internal factors influencing student learning of programming (2009) Proceedings of the 11th Australasian Computing Education Conference (ACE2009), , Wellington, New Zealand; Di, C., Gang, Z., Juhong, X., An introduction to the technology of blending-reality smart classroom (2008) 2008 International Symposium on Knowledge Acquisition and Modeling, pp. 516-519. , Wuhan, IEEE Computer Society; BlueJ-Teaching Java-Learning Java, , http://www.bluej.org, Retrieved August 2010; Flowers, T., Carver, C., Jackson, J., Empowering students and building confidence in novice programmers through Gauntlet (2004) 34th ASEE/IEEE Frontiers in Education conference, IEEE, pp. T3H-10; Gomes, A., Mendes, A.J., (2007) Problem solving in programming: 19th Annual Workshop of the Psychology of Programming Interest Group (PPIG2007), pp. 216-228; Hristova, M., Misra, A., Rutter, M., Mercuri, R., Identifying and correcting Java programming errors for introductory computer science students (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, pp. 153-156. , ACM Press; Jadud, M.C., Methods and tools for exploring novice compilation behaviour (2006) Proceedings of the second International Workshop on Computing Education Research, pp. 73-84. , Canterbury, United Kingdom, ACM Press; Karam, M., Awa, M., Carbone, A., Dargham, J., Assisting Students with Typical Programming Errors During a Coding Session (2010) Seventh International Conference on Information Technology, pp. 42-47. , Las Vegas, Nevada, USA; Krug, K., Burghardt, D., Edwardes, A., (2002) Usability Testing Template, D2.2.3, , WebPark; Lister, R., Adams, S.E., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., A multi-national study of reading and tracing skills in novice programmers (2004) In Working Group Reports from Innovation and Technology in Computer Science Education (ITiCSEWGR '04), pp. 117-150; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.-D., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) Working Group Reports from Innovation and Technology in Computer Science Education (ITiCSE-WGR '01), pp. 125-140. , SIGCSE Bulletin; Murphy, C., Kaiser, G., Loveland, K., Sahar, H., Retina: Helping Students and Instructors Based on Observed Programming Activities (2009) Proceedings of the 40th ACM SIGCSE Technical Symposium on Computer Science Education, pp. 178-182. , Chattanooga, TN, USA, ACM Press; Spacco, J., Hovemeyer, D., Pugh, W., Emad, F., Hollingsworth, J.K., PaduaPerez, N., Experiences with Marmoset: Designing and Using an Advanced Submission and Testing System for Programming Courses (2006) Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 13-17. , Bologna, Italy, ACM; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Journal of Computer Science Education, 13 (2), pp. 137-172; Sheard, J., Simon, M.H., Lönnberg, J., Analysis of research into the teaching and learning of programming (2009) Proceedings of International Workshop on Computing Education (ICER 2009), pp. 93-104. , Berkeley, California, USA; Tissenbaum, M., Slotta, J.D., A new framework for smart classroom research: Co-designing curriculum, research and technology (2009) Proceedings of 9th International Conference on Computer Supported Collaborative Learning, pp. 91-93. , Rhodes, Greece: International Society of the Learning Sciences},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Thota2012103,
author={Thota, N. and Berglund, A. and Clear, T.},
title={Illustration of paradigm pluralism in computing education research},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={103-112},
note={cited By 3; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878522133&partnerID=40&md5=4ae3c345655ea5e7734f9315c0e4a97f},
affiliation={School of Intelligent Systems and, Technology, University of Saint Joseph, Macau; Uppsala Computing Education, Research Group, UpCERG, Department of Information Technology, Uppsala University, Uppsala, Sweden; School of Computing and, Mathematical Sciences, Faculty of Design and Creative, Technologies, AUT University, Auckland, New Zealand},
abstract={This paper argues for paradigm pluralism in computing education research. The value of mixing paradigms, and the choice of methodological eclecticism and mixed methods is explored using pragmatic knowledge claims. A research study, which focused on the design of an introductory object-oriented programming (OOP) course for undergraduate students, is introduced as an illustration of paradigm pluralism. The study demonstrates methodological eclecticism and use of mixed methods for data collection and analysis. Meaningful outcomes resulting from the choice of the research design are described. A framework that focuses on the research problem and research questions to guide research design is presented as the outcome of the study. Through the discussion and demonstration of paradigm pluralism, this paper contributes to increased awareness of theoretically anchored research in computer science. © 2012, Australian Computer Society, Inc.},
keywords={Methodology;  Mixed methods;  Paradigm},
keywords={Curricula;  Students, Computing education;  Methodology;  Mixed method;  Objectoriented programming (OOP);  Paradigm;  Pragmatic knowledge;  Research questions;  Undergraduate students, Object oriented programming},
references={Anderson, G.L., Herr, K., The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? 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Thousand Oaks, CA, Sage; Clear, T., Research paradigms and the nature of meaning and truth (2001) ACM SIGCSE Bulletin, 33 (2), pp. 9-10; Cohen, L., Manion, L., Morrison, K., (2007) Research methods in education, , New York, NY, Routledge; Collins, K.M.T., O'Cathain, A., Introduction: Ten points about mixed methods research to be considered by the novice researcher (2009) International Journal of Multiple Research Approaches, 3 (1), pp. 2-7; Collins, K.M.T., Onwuegbuzie, A.J., Jiao, Q.G., A mixed methods investigation of mixed methods sampling designs in social and health science research (2007) Journal of Mixed Methods Research, 1 (3), pp. 267-294; Collins, K.M.T., Onwuegbuzie, A.J., Sutton, I.L., A model incorporating the rationale and purpose for conducting mixed-methods research in special education and beyond (2006) Learning Disabilities: A Contemporary Journal, 4 (1), pp. 67-100; Creswell, J.W., Plano Clark, V.L., (2007) Designing and conducting mixed methods research, , Thousand Oaks, CA, Sage; Crotty, M., (1998) The foundations of social research: Meaning and perspective in the research process, , Thousand Oaks, CA, Sage; Denzin, N., Lincoln, Y., Introduction: The discipline and practice of qualitative research (2005) In Handbook of Qualitative Research, pp. 1-32. , Denzin, N. 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K. & Lincoln, Y. S. (eds). 4th ed. Thousand Oaks, CA, Sage; Marton, F., Booth, S., (1997) Learning and awareness, , Mahwah, NJ, Laurence Erlbaum Associates; Maxwell, J.A., Loomis, D.M., Mixed methods design: An alternative approach (2003) In Handbook of Mixed Methods in Social and Behavioral research, pp. 241-272. , Tashakkori, A. & Teddlie, C. (eds). Thousand Oaks, CA; McNiff, J., Lomax, P., Whitehead, J., (1996) You and your action research project, , London, UK, RoutledgeFalmer; McNiff, J., Whitehead, J., (2002) Action research: Principles and practice, , London, UK, RoutledgeFalmer; McNiff, J., Whitehead, J., (2009) Doing and writing action research, , London, UK, Sage; Meisalo, V., Sutinen, E., Torvinen, S., Choosing appropriate methods for evaluating and improving the learning process in distance programming courses (2003) Proc. 33rd ASEE/IEEE Frontiers in Education Conference, pp. 11-16. , Boulder, Colorado; Mertens, D.M., Transformative paradigm: Mixed methods and social justice (2007) Journal of Mixed Methods Research, 1 (3), pp. 212-225; Mingers, J., Combining IS research methods: Towards a pluralist methodology (2001) Information Systems Research, 12 (3), pp. 240-259; Morgan, D.L., Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods (2007) Journal of Mixed Methods Research, 1 (1), pp. 48-76; Morse, J.M., Principles of mixed methods and multimethod research design (2003) In Handbook of Mixed Methods in Social & Behavioral Research, pp. 189-208. , Tashakkori, A. & Teddlie, C. (eds). Thousand Oaks, CA, Sage; Onwuegbuzie, A.J., Leech, N.L., On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies (2005) International Journal of Social Research Methodology, 8 (5), pp. 375-387; Patton, M.Q., (1990) Qualitative evaluation and research methods, , Newbury Park, CA, Sage; Pears, A., Daniels, M., Structuring CSEd research studies: Connecting the pieces (2003) Proc. Eighth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2003), pp. 149-153. , Thessaloniki, Greece, ACM Press; Ramsden, P., The context of learning in academic departments (2005) In The Experience of Learning: Implications for Teaching and Studying in Higher Education, pp. 198-216. , Marton, F., Hounsell, D. & Entwistle, N. (eds). 3rd Internet ed. Edinburgh, University of Edinburgh, Centre for Teaching, Learning and Assessment; Robins, A., Learning edge momentum: A new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; Rountree, N., Rountree, J., Robins, A., Hannah, R., Interacting factors that predict success and failure in a CS1 course (2004) ACM SIGCSE Bulletin, 36 (4), pp. 101-104; Schön, D.A., (1983) The reflective practitioner: How professionals think in action, , New York, NY, Basic Books; Sheard, J., Simon Hamilton, M., Lönnberg, J., Analysis of research into the teaching and learning of programming (2009) Proc. Fifth International Workshop on Computing Education Research (ICER 2009), pp. 93-104. , Berkeley, CA, USA, ACM; Soh, L., Samal, A., Nugent, G., An integrated framework for improved computer science education: Strategies, implementations, and results (2007) Computer Science Education, 17 (1), pp. 59-83; Teddlie, C., Tashakkori, A., Overview of contemporary issues in mixed methods research (2010) In Handbook of Mixed Methods in Social & Behavioral Research, pp. 1-41. , Tashakkori, A. & Teddlie, C. (eds). 2nd ed. Thousand Oaks, CA, Sage; Thota, N., Whitfield, R., Holistic approach to learning and teaching introductory object-oriented programming (2010) Computer Science Education, 20 (2), pp. 103-127; Thota, N., (2011) Developing a holistic approach to learning and teaching introductory object-oriented programming, , Ph.D. thesis. University of Saint Joseph, Macau; Wiedenbeck, S., Factors affecting the success of non-majors in learning to program (2005) Proc. First International Computing Education Research Workshop (ICER 2005), pp. 13-24. , Seattle, WA, USA, ACM Press; Winter, R., Some principles and procedures for the conduct of action research (1996) In New Directions in Action Research, pp. 13-27. , Zuber-Skerritt, O. (ed). Washington, D.C., Falmer Press},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Devey2011135,
author={Devey, A. and Carbone, A.},
title={Helping first year novice programming students PASS},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={135-144},
note={cited By 6; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872798941&partnerID=40&md5=8182308283209fe31a950c0d8b9fdba5},
affiliation={Office of Deputy Vice Chancellor (Education), Monash University, Australia; Faculty of Information Technology, Monash University, Australia},
abstract={In this paper, we report the results of introducing a faceto-face Peer Assisted Study Scheme (PASS) and an electronic Peer Assisted Study Scheme (ePASS) into a first year introductory programming unit, core to four undergraduate IT degrees. PASS is a program of supplementary instruction through which successful senior students facilitate weekly face-to-face study sessions in targeted key first year units. Sessions are open to all students enrolled in the target units and participation in PASS is voluntary. ePASS is a discussion board monitored by PASS Leaders. Results show that although attendance at face-to-face sessions is less than 25%, the students that attended found the sessions very useful. Of those that participated in PASS, over 40% attended to help them achieve an excellent grade, and not purely to obtain a pass grade It was therefore not surprising that the proportion of regular PASS attendees who failed the target unit was much lower than in the unit overall, while the proportion of regular PASS attendees achieving Distinctions and High Distinctions was higher. ePASS did not meet our objectives either in terms of the volume or nature of use. © 2011, Australian Computer Society, Inc.},
keywords={First year programming;  Peer assisted study},
keywords={Discussion boards;  First year;  First year programming;  Introductory programming;  Novice programming;  Peer assisted study;  Senior students, Computer programming, Students},
references={Arendale, D., 'Supplemental Instruction: Improving student performance and reducing attrition' (1993) in Educational Programs that Work: The Catalogue of the National Diffusion Network, , (19th ed). Longmont, CO: Sopris West, Inc; (2010) 'Peer Assisted Study Sessions (PASS) Program, University of Wollongong', , http://www.auqa.edu.au/gp/search/detail.php?gp_id=2608, AUQA Good Practice Database, accessed 12th August, 2010 AUQA; Ausubel, D.P., (1967) Learning Theory and Classroom Practice, , Toronto, Ontario: Ontario Institute for Studies in Education; Bidgood, P., The success of Supplemental Instruction: Statistical evidence (1994) Helping students to learn from each other: Supplemental Instruction, pp. 71-79. , C. Rust, & J. Wallace (Eds.), Birmingham, England: Staff and Educational Development Association; Bonar, J., Soloway, E., (1983) Uncovering the principles of novice programming, , Paper presented at the Tenth ACM SIGACTSIGPLAN Symposium on Principles of Programming Languages, Austin, Texas, USA; Boyer, K., Thomas, E., Rorrer, A., Cooper, D., Vouk, M., (2010) Increasing technical excellence, leadership and commitment of computing students through identity-based mentoring, pp. 167-171. , Proceedings of the 41st ACM technical symposium on Computer science education (SIGCSE'10), Milwaukee, Wisconsin, USA; Chinn, D., Martin, K., Spencer, C., (2007) Treisman workshops and student performance in CS, pp. 203-207. , Proceedings of the 38th SIGCSE technical symposium on Computer science education Covington, Kentucky, USA; Crouchman, J., 'Who am I now? Accommodating New Higher Education Diversity in Supplemental Instruction'. Australasian Journal of Peer Learning (2008), 1 (1); Dann, W., Cooper, S., Pausch, R., (2006) Learning to Program with Alice, , Prentice Hall; Dehnadi, S., Bornat, R., (2006) The camel has two humps, , http://www.eis.mdx.ac.uk/research/PhDArea/saeed/paper1.pdf, Paper presented at the Little PPIG 2006 Workshop, Coventry, UK. Retrieved October, 2010 from; D'Souza, D., Hamilton, M., Harland, J., Muir, P., Thevathayan, C., Walker, C., (2008) Transforming Learning of Programming: A Mentoring Project, pp. 75-84. , Paper presented at the Australaisian Computing Education Conference, Wollongong, Australia; Hamer, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., Purchase, H., Riedesel, C., Sheard, J., Contributing student pedagogy (2008) ACM SIGCSE Bulletin. Volume 40, Issue 4., pp. p194-212; Kochenour, E.O., Jolley, D.S., Kaup, J.G., Patrick, D.L., Roach, K.D., Wenzler, L.A., Supplemental Instruction: An effective component of student affairs programming (1997) Journal of College Student Development, 38 (6), pp. 577-586; Kölling, M., Rosenberg, J., (2001) Guidelines for teaching object orientation with Java, , Paper presented at the Sixth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2001), University of Kent, Canterbury, United Kingdom; Kuh, G., Kinzie, J., Schuh, J., Whitt, E., (2005) Student success in college: Creating conditions that matter, , San Francisco: Jossey-Bass; Lahtinen, E., Ala-Mutka, K., Jarvinen, H.-M., (2005 27-29 June). A study of the difficulties of novice programmers., , Proceedings of 10th Annual Conference on Innovation and Technology in Computer Science Education, Universidade Nova de Lisboa, Monte da Caparica, Lisbon, Portugal; Lewandowski, G., Gutschow, A., McCartney, R., Sanders, K., Shinners-Kennedy, D., What novice programmers don't know (2005) Proceedings of the 2005 international workshop on Computing education research (ICER 2005), pp. 1-12; Lister, R., Adam, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., (2004) A multi-national study of reading and tracing skills in novice programmers, , Paper presented at the Working Group Reports from the Innovation and Technology in Computer Science Education Conference (ITiCSE-WGR 2004), Leeds, United Kingdom (2004, 28-30th June); McGuire, S., The Impact of Supplemental Instruction on Teaching Students How to Learn' (2006) New Directions for Teaching and Learning, p. 106; Machanick, P., 'A Social Construction Approach to Computer Science Engineering (2007) Computer Science Education, 17 (1); Martin, D.C., Blanc, R.A., 'The learning center's role in retention: Integrating student support services with departmental instruction', Journal of Developmental and Remedial Education (1981), 4 (3); Miller, A., Kay, J., (2002) A mentor program in CS1, pp. 9-13. , Proceedings of the 7th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'02). Aarhus, Denmark; Miller, V., Oldfield, E., Bulmer, M., (2004) Peer Assisted Study Sessions (PASS) in first year chemistry and statistics courses: insights and evaluations, , UniServe Science; O'Brien, M., (2006) An analysis of the effectiveness of the Peer Assisted Study Sessions (PASS) program at the University of Wollongong: Controlling for self-selection, , School of Economics: University of Wollongong; Robins, A., Learning edge momentum: a new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; (1996) Alternative to lecturer-centred teaching enhances student learning and costs no more, , Scholarly Inquiry Symposium Proceedings, The University of Sydney, 30-35. Murray, M. H. Academic Staff Development Unit Update, November. Brisbane: Queensland University of Technology; Tinto, V., (1987) Leaving college: Rethinking the causes and cures of student attrition, , Chicago: University of Chicago Press; van der Meer, J., Scott, C., 'Students' Experiences and Perceptions of Peer Assisted Study Sessions: Towards Ongoing Improvement'. Australaisian Journal of Peer Learning (2009), 2 (1); (2010) Overview of Supplemental Instruction, , http://www.umkc.edu/cad/si/overview.shtml, UMKC International Center for Supplemental Instruction website accessed 12th August, 2010; (2010), http://www.uow.edu.au/student/services/pass/evaluation/index.html, UoW PASS Program Results accessed 12th August, 2010; Wills, C., Finkel, D., 'Experience with Peer Learning in an Introductory Computer Science Course". Computer Science Education (1994), 5 (2)},
correspondence_address1={Devey, A.; Office of Deputy Vice Chancellor (Education), Australia; email: adrian.devey@monash.edu},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Berglund201035,
author={Berglund, A. and Lister, R.},
title={Introductory Programming and the Didactic Triangle},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={35-44},
note={cited By 20; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872799594&partnerID=40&md5=b006f97739c4aac75e6914ae50ce4f49},
affiliation={UpCERG, Uppsala Computing Education Research Group, Department of Information Technology, Uppsala University, Uppsala, Sweden; Faculty of Information Technology, University of Technology, Sydney, Sydney, NSW, Australia},
abstract={In this paper, we use Kansanen's didactic triangle to structure and analyse research on the teaching and learning of programming. Students, teachers and course content are the three entities that form the corners of the didactic triangle. The edges of the triangle represent the relationships between these three entities. We argue that many computing educators and computing education researchers operate from within narrow views of the didactic triangle. For example, computing educators often teach programming based on how they relate to the computer, and not how the students relate to the computer. We conclude that, while research that focuses on the corners of the didactic triangle is sometimes appropriate, there needs to be more research that focuses on the edges of the triangle, and more research that studies the entire didactic triangle. © 2010, Australian Computer Society, Inc.},
keywords={Didactic triangle;  Objectoriented programming;  Phenomenography},
keywords={Computing education;  Course contents;  Didactic triangle;  Introductory programming;  Phenomenography;  Teaching and learning, Curricula;  Research;  Teaching, Students},
references={(2006) Version 1.0., , http://jtf.acm.org/, ACM Java Task Force [Accessed September 2008]; Astrachan, O., Bruce, K., Koffman, E., Kölling, M., Reges, S., (2005) Resolved: Objects Early Has Failed, pp. 451-452. , SIGCSE'05 February 23-27 2005 St. Louis, Missouri, USA; Barker, L., Garvin-Doxas, K., Making Visible the Behaviors that Influence Learning Environment: A Qualitative Exploration of Computer Science Classrooms (2004) Computer Science Education, 14, pp. 119-145; Bennedsen, J., (2008) Teaching and learning introductory programming - a model-based approach, , (PhD thesis): Oslo University, Oslo, Norway; Bennedsen, J., Schulte, C., What does objectsfirst mean? An international study of teachers' perceptions of objects-first (2007) proceedings of Seventh Baltic Sea Conference on Computing Education Research, pp. 21-30. , Koli National Park, Koli, Finland; Berglund, A., (2005) Learning computer systems in a distributed project course: The what, why how and where, , (Uppsala Dissertations from the Faculty of Science and Technology Vol. 62). Uppsala, Sweden: Acta Universitatis Upsaliensis; Berglund, A., Phenomenography as a way to research learning in computing (2006) Bulletin of the National Advisory Committee on Computing Qualifications, BACIT, 4 (1); Berglund, A., Daniels, M., Pears, A., Qualitative Research Projects in Computing Education Research: An Overview (2006) Australian Computer Science Communications, 28 (5), pp. 25-34; Berglund, A., Lister, R., Debating the OO debate: Where is the problem? (2007) proceedings of Seventh Baltic Sea Conference on Computing Education Research, pp. 171-174. , Koli National Park, Finland; Biggs, J.B., (2003) Teaching for quality learning university, , Buckingham: Open University Press/Society for Research into Higher Education. (Second edition); Booth, S., Learning to program as entering the datalogical culture: A phenomenographic exploration (2001) 9th European Conference for Research on Learning and Instruction (EARLI), 28th August-1st September 2001, in Fribourg, Switzerland; Bowden, J., Marton, F., (1998) The University of Learning: Beyond Quality and Competence in Higher Education, , London: Kogan Page; Boyer, E., (1997) Scholarship Reconsidered: Priorities the Professoriate), , Hillsdale, NJ, USA.: Jossey-Bass},
correspondence_address1={Berglund, A.; UpCERG, Uppsala Computing Education Research Group, , Uppsala, Sweden; email: Anders.Berglund@it.uu.se},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Sixsmith2010155,
author={Sixsmith, A. and Litchfield, A.},
title={Improving the learning of graduate attributes in the curriculum: A case-study in it management},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={155-164},
note={cited By 10; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872783499&partnerID=40&md5=8548aeddf4833a933c1b479a14b733bc},
affiliation={School of Systems, Management and Leadership Faculty of Engineering and IT, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia},
abstract={Government, employers and professional societies want university graduates who are more ready for work. The UTS Work-Ready Project is a curriculum renewal initiative that aims to improve graduates' professional attributes and employability skills. The Project provides online teaching and learning resources to support the integration of Work-Ready Learning Activities (WRLA) into the existing curriculum. The paper provides an overview of the UTS Work-Ready Project and the incorporation of WRLA's into three Information Technology (IT) Management subjects which all included a group assessment item. In each subject, students were surveyed to gain feedback regarding how useful they found a team collaborative decision-making WRLA and whether it helped in their group assessment task. When averaged across the three subjects and the five surveys undertaken 85% of students thought the activity was useful, however there were mixed results in relation to whether the WRLA helped in the group assessment task. Under-graduate students reported the WRLA made no difference to the group assessment task, whereas postgraduates indicated the WRLA did help the team produce their group assessment item. © 2010, Australian Computer Society, Inc.},
keywords={Curriculum Renewal;  Professional Graduate Attributes;  Teamwork;  Work-Ready},
keywords={Collaborative decision making;  Group assessment;  IT management;  Learning Activity;  Online teaching;  Professional Graduate Attributes;  Teamwork;  University graduates;  Work-Ready, Curricula;  E-learning;  Information technology;  Surveys, Students},
references={(2000), ACNielsen Research Services.: Employer Satisfaction with Graduate Skills. Canberra, Australian Government Publishing Service; (2002), Australian Chamber of Commerce and Industry & the Business Council of Australia (ACCI & BCI).: Employability Skills for the Future. Canberra, Australian Government Publishing Service; Barrie, S., Prosser, M., (2004) 'EDITORIAL', Higher Education Research and Development, 23 (3), pp. 243-246; Barrie, S., Rethinking generic graduate attributes (2005) HERDSA News, 27 (1), pp. 1-6; Barrie, S., Understanding what we mean by the generic attributes of graduates (2006) Higher Education, 51 (2), pp. 215-241; Bolton, R., (1987), People Skills, London: Simon & Schuster; Clanchy, J., Ballard, B., Generic skills in the context of higher education (1995) Higher Education Research and Development, 14 (2), pp. 155-156; Day, D.V., Gronn, P., Salas, E., Leadership capacity in teams (2004) The Leadership Quarterly, 15, pp. 857-880; (2004), Department of Education, Science and Training (DEST).: Employability Skills. Canberra, Australian Government Publishing Service; Doz, Y.L., Kosonen, M., The New Deal at the Top (2007) Harvard Business Review, , June:1-7; Finn, B., (1999) Young people's participation in postcompulsory education and training: Report of the Australian Education Council Review Committee, , Canberra, Australian Government Publishing Service; Forret, M., Love, M.S., Employee justice perceptions and coworker relationships (2008) Leadership & Organization Development Journal, 29 (3), pp. 248-260; Griffin, A., PDMA Research on New Product Development Practises: Updating Trends and Benchmarking Best Practises (1997) Journal of Product Innovation Management, 14 (6), pp. 429-458; Groysberg, B., Abrahams, R., (2006) Lift Outs, Harvard Business Review, , December:1-9; Hertel, G., Geisterb, S., Konradtb, U., Managing virtual teams: A review of current empirical research (2005) Human Resource Management Review, 15, pp. 69-95; Holmes, L., (2002) Reframing the skills agenda in higher education: Graduate identity and the double warrant, , University of Crisis. D. Preston (ed). London, Rodopi Press; Hughes, B., Cotterell, M., (2006) Software Project Management, , 4th ed., London, McGraw-Hill; Litchfield, A., Nettleton, S., Taylor, T., Integrating work-ready learning into the curriculum contextualised by profession (2008) Proc. of the WACE ACEN Work Integrated Learning (WIL): Transforming Futures Conference, , 30 September - 2 2 October 2008. Sydney, NSW; Majchrzak, A., Malthora, A., John, R., Perceived Individual Collaboration Know-How Development Through Information Technology- Enabled Contextualization: Evidence from Distributed Teams (2005) Information Systems Research, 16 (1), pp. 9-27; Marchewka, J.T., (2009) Information Technology Project Management: Providing Measureable Organizational Value., , 3rd ed., Hoboken, NJ, John Wiley & Sons; Mayer, E., (1992), Key Competencies. Report of the Committee to advise The ACE and MOVET on Employment Related Key Competencies for Post Compulsory Education and Training. Canberra; Griffin, A., PDMA Research on New Product Development Practises: Updating Trends and Benchmarking Best Practises (1997) Journal of Product Innovation Management, 14 (6), pp. 429-458; Groysberg, B., Abrahams, R., (2006) Lift Outs, Harvard Business Review, , December:1-9; Hertel, G., Geisterb, S., Konradtb, U., Managing virtual teams: A review of current empirical research (2005) Human Resource Management Review, 15, pp. 69-95; Holmes, L., (2002) Reframing the skills agenda in higher education: Graduate identity and the double warrant., , University of Crisis. D. Preston (ed). London, Rodopi Press. Hughes, B & Cotterell, M. (2006): Software Project Management, 4th ed., London, McGraw-Hill; Litchfield, A., Nettleton, S., Taylor, T., Integrating work-ready learning into the curriculum contextualised by profession (2008) Proc. of the WACE ACEN Work Integrated Learning (WIL): Transforming Futures Conference, , 30 September - 2 2 October 2008. Sydney, NSW; Majchrzak, A., Malthora, A., John, R., Perceived Individual Collaboration Know-How Development Through Information Technology- Enabled Contextualization: Evidence from Distributed Teams (2005) Information Systems Research, 16 (1), pp. 9-27; Marchewka, J.T., (2009) Information Technology Project Management: Providing Measureable Organizational Value., , 3rd ed., Hoboken, NJ, John Wiley & Sons; Mayer, E., (1992) Key Competencies. Report of the Committee to advise The ACE and MOVET on Employment Related Key Competencies for Post Compulsory Education and Training, , Canberra, Australian Government Publishing Service; O'Neill, T.A., Kline, T.J.B., Personality as a Predictor of Teamwork: A Business Simulator Study (2008) North American Journal of Psychology, 10 (1), pp. 65-78; (2007), Precision Consulting.: Graduate Employability Skills: Prepared for the Business, Industry and Higher Education Collaboration Council. Canberra, Australian Government Publishing Service; Scoufis, M., Graduate Attributes Projects: A focus for grass roots change in teaching and learning practices (2000) Proc. of the 9th Annual Teaching Learning Forum, , 2-4 February 2000. Perth: Curtin University of Technology; Sharp, S., Sparrow, H., Developing frameworks to embed graduate attributes in tertiary courses (2002) Focusing on the Student: Proc. of the 11th Annual Teaching Learning Forum, , 5-6 February 2002. Perth: Edith Cowan University; Smith, K.A., Imbrie, P.K., (2007) Teamwork and Project Management, , 3rd ed., New York, McGraw- Hill; von Konsky, B., Defining the ICT Profession: A Partnership of Stakeholders (2008) Proc. of the 21st Annual NACCQ Conference, , 4-7 July, 2008, Auckland, New Zealand; von Konsky, B., Hay, D., Hart, B., Skill Set Visualisation for Software Engineering Job Positions at Varying Levels of Autonomy and Responsibility (2008) Proc. of the Australian Software Engineering Conference, , 25-28 March 2008, Perth, WA},
correspondence_address1={Sixsmith, A.; School of Systems, PO Box 123, Broadway, NSW 2007, Australia; email: alan.sixsmith@uts.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{deRaadt201079,
author={de Raadt, M.},
title={Introductory programming in a web context},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={79-85},
note={cited By 1; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872773839&partnerID=40&md5=e83c8727faf81ab9fc589457114a24b6},
affiliation={Department of Mathematics and Computing, Centre for Research in Transitional Pedagogies, University of Southern Queensland, Toowoomba, QLD, 4350, Australia},
abstract={A number of studies have recognised the benefits of using a context or theme consistently throughout an introductory programming course. Examples of contexts in which programming is related and taught include micro-worlds, robotics, games and media computation. Such contexts bring relevance to the content of programming courses. In this paper, a Web context is proposed and described. This context has been successfully used in an introductory programming course and received a positive student response. © 2010, Australian Computer Society, Inc.},
keywords={Context;  Introductory programming;  Web},
keywords={Context;  Introductory programming;  Introductory programming course;  Programming course;  Student response;  Web, Curricula, Robot programming},
references={Bayliss, J.D., Strout, S., Games as a "flavor" of CS1 (2006) Proceedings of the 37th SIGCSE technical symposium on Computer science education (SIGCSE2006), pp. 500-504. , Houston, USA 1-5 March, 2006; Bergin, J., Stehlik, M., Roberts, J., Pattis, R.E., (2005) Karel J Robot: A Gentle Introduction to the Art of Object-Oriented Programming in Java, , Redwood City, USA, Dream Songs Press; Fleming, N.D., The VARK Questionnaire http://www.varklearn.com/english/page.asp?p=questionnaire, Accessed 17 August 2009; Guzdial, M., A media computation course for nonmajors (2003) Proceedings of the 8th annual conference on Innovation and technology in computer science education, pp. 104-108. , Thessaloniki, Greece. ACM Press, New York, NY, USA; Guzdial, M., Design process for a non-majors computing course (2005) Proceedings of the 36th SIGCSE technical symposium on Computer science education (SIGCSE2006), pp. 361-365. , St. Louis, USA 1-5 March, 2006; Guzdial, M., Contextualized Computing Education of Programming (2009) Proceedings of the Eleventh Australasian Computing Education Conference (ACE 2009), p. 3. , Wellington, New Zealand, 20-23, 2009; Guzdial, M., Soloway, E., Teaching the Nintendo generation to Program (2002) Communications of the ACM, 45 (4), pp. 17-21; Haden, P., The Incredible Rainbow Spitting Chicken: Teaching Traditional Programming Skills Through Games Programming (2006) Proceedings of the Eighth Australasian Computing Education Conference (ACE2006), , Hobart, Australia, January 2006. 81-89; Imberman, S.P., Klibaner, R., A robotics lab for CS1 (2005) Journal of Computing Sciences in Colleges, 21 (2), pp. 131-137; Layman, L., Williams, L., Slaten, K., Note to self: make assignments meaningful (2007) Proceedings of the 38th SIGCSE technical symposium on Computer science education (SIGCSE2007), pp. 459-463. , Covington, Kentucky, USA 7 - 9 March, 2007; Lister, R., Teaching Java First: Experiments with a Pigs-Early Pedagogy (2004) Proceedings of the Sixth Australasian Computing Education Conference (ACE2004), pp. 193-199. , Dunedin, New Zealand, 18 - 22 January, 2004; McWhorter, W.I., O'Connor, B.C., Do LEGO® Mindstorms® motivate students in CS1? (2009) Proceedings of the 40th ACM technical symposium on Computer science education (SIGCSE2009), pp. 438-442. , Chattanooga, USA 4-7 March, 2009; Papert, S., (1970) Teaching Children Thinking, , (LOGO Memo), Massachusetts Institute of Technology, A.I. Laboratory; Papert, S., (1980) Mindstorms: Children, Computers, and Powerful Ideas, , Basic Books, Inc., USA; Rich, L., Perry, H., Guzdial, M., A CS1 course designed to address interests of women (2004) Proceedings of the 35th SIGCSE technical symposium on Computer science education (SIGCSE2004), pp. 190-194. , Norfolk, USA March, 2004; Sanders, D., Dorn, B., Jeroo: a tool for introducing object-oriented programming (2003) Proceedings of the 34th SIGCSE technical symposium on Computer science education (SIGCSE2003), pp. 201-204. , Reno, Navada, USA 19-22 Februrary; Summet, J., Kumar, D., O'Hara, K., Walker, D., Ni, L., Blank, D., Personalizing CS1 with robots (2009) Proceedings of the 40th ACM technical symposium on Computer science education (SIGCSE2009), pp. 433-437. , Chattanooga, USA 4-7 March, 2009; Yarosh, S., Guzdial, M., Narrating data structures: The role of context in CS2 (2008) Journal of Educational Resources in Computing, 7 (4), pp. 1-20},
correspondence_address1={de Raadt, M.; Department of Mathematics and Computing, , Toowoomba, QLD, 4350, Australia; email: deraadt@usq.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Egea201025,
author={Egea, K. and Lu, J. and Xiao, J. and Clear, T.},
title={Internationalisation and Cross Cultural Issues in Computing Education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={25-31},
note={cited By 1; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-81255144906&partnerID=40&md5=39daafea6eef1f6948ff7aced247511b},
affiliation={School of Information Technology and Electrical Engineering, The University of Queensland, Australia; Faculty of Engineering and Information Technology, University of Technology Sydney, Australia; School of Computer and Security Science, Edith Cowan University, Australia; School of Computing and Mathematical Sciences, AUT University, Auckland, New Zealand},
references={Biggs, J., Teaching international students (2003) In J. Biggs, Teaching for quality learning at university., pp. 120-139. , 2nd Ed, MaindenHead; Open University Press; Briguglio, C., Language and cultural issues for English-as-a-second/foreign language students in traditional educational settings (2000) Higher Education in Europe, 25 (3), pp. 425-434; Cervin, E., (2009) The Australian Universities-Safe, but not very good, , http://www.theage.com.au/opinion/australianuniversities--safe-but-not-very-good-20091024-he1g.html, The Age (Newspaper dated: 25 October 2009) Accessed on 26 October 2009; Clark, B., (2004) Sustaining Change in Universities -Continuities in Case Studies and Concepts, , Maidenhead, Berkshire: The Society for Research into Higher Education and Open University Press; Clear, T., E-Learning: A Vehicle for Transformation or Trojan Horse for Enterprise? -Revisiting the role of Public Higher Education Institutions (2002) International Journal on E-Learning, 1 (4), pp. 15-21; Clear, T., Assessment in Computing Education: Measuring Performance or Conformance? (2008) SIGCSE Bulletin, 40 (4), pp. 13-14; Green, W., Write on or write off? An exploration of Asian international students' approaches to essay writing at an Australian university (2007) Higher Education Research & Development, 26 (3), pp. 329-344; (2008) The Economic Impact of EXPORT EDUCATION, , Infometrics, NRB, & Skinnerstrategic. Wellington: Education New Zealand & Ministry of Education; Prosser, M., Trigwell, K., Teaching in higher education (1998) Teaching and Learning in Higher education, pp. 250-268. , B. Dart and G. Boulton, (Eds), ACER Press, Camberwell, Australia; (2009) Draft Tertiary Education Strategy-2010-2015, , http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/Consultation/DraftTertiaryEducationStrategy20102015.pdf, MoE. Retrieved 20 Oct, 2009, from, 29 Sept 2009; Murray, J., Company Rules: Burke, Hastings, and the Specter of the Modern Liberal State (2007) Eighteenth-Century Studies, 41 (1), pp. 55-69; (2009), http://www.theaustralian.news.com.au/story/0,2519725816526-12332,00.html, The Australian 27 July Accessed on 27 July 2009},
correspondence_address1={Egea, K.; School of Information Technology and Electrical Engineering, Australia},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Rountree2009139,
author={Rountree, J. and Rountree, N.},
title={Issues regarding threshold concepts in computer science},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={139-145},
note={cited By 20; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869132331&partnerID=40&md5=b3dfe864d529e281f5943ed837e9e679},
affiliation={Department of Computer Science, University of Otago, Dunedin, New Zealand},
abstract={Threshold Concepts deserve discussion and re ection in Computer Science Education; they provide a conceptual framework intended to re-empower tertiary educators. At this stage, the idea of Threshold Concepts raises plenty of questions, promises renewed learner and teacher engagement, and suggests a means of focusing on the key aspects of a discipline that will allow a learner to, for example, \think more like a computer scientist." But what precisely are threshold concepts? Can we identify them? Can we agree on which concepts are threshold concepts and which are not? Can we validate them? If threshold concepts do exist, and can be identified and agreed upon, then how would they alter what we teach, how we teach, and how we assess? Do threshold concepts represent anything new or unexpected? The purpose of this paper is to set out issues for the Threshold Concepts model in Computer Science Education and encourage on-going discussion. © 2009, Australian Computer Society, Inc.},
keywords={Computer science education;  Liminal space;  Threshold concepts},
keywords={Computer Science Education;  Computer scientists;  Conceptual frameworks;  Liminal space;  Threshold concepts, Computer science, Education},
references={Boustedt, J., Eckerdal, A., McCartney, R., Mostrffom, J.E., Ratcliffe, M., Sanders, K., Zander, C., Threshold concepts in computer science: do they exist and are they useful? (2007) SIGCSE Bull., 39 (1), pp. 504-508; Carstensen, A.-K., Bernhard, J., (2008) Threshold Concepts and Keys to the Portal of Understanding: Some Examples from Electrical Engineering, pp. 143-154. , In (Land et al., 2008); Davies, P., Threshold concepts: How can we recognise them? (2006), pp. 70-84. , In (Meyer and Land, 2006a); Davies, P., Mangan, J., Threshold concepts and the integration of understanding in economics (2007) Studies in Higher Education, 32 (6), pp. 711-726; Dunne, T., Low, T., Ardington, C., Exploring threshold concepts in basic statistics (2003), using the internet. In AISE/ISI Satellite, Berlin; Eckerdal, A., McCartney, R., Moström, J.E., Ratcliffe, M., Sanders, K., Zander, C., Putting threshold concepts into context in computer science education (2006) SIGCSE Bull., 38 (3), pp. 103-107; Eckerdal, A., McCartney, R., Moström, J.E., Sanders, K., Thomas, L., Zander, C., From limen to lumen: Computing students in liminal spaces (2007) ICER '07: Proceedings of the Third International Workshop on Computing Education Research, pp. 123-132. , New York; Hussey, T., Smith, P., The uses of learning outcomes (2003) Teaching in Higher Education, 8 (3), pp. 357-368; Khalife, J.T., Threshold for the introduction of programming: Providing learners with a simple computer model (2006) Proceedings of the 18th Workshop of the Psychology of Programming Interest Group, pp. 244-254. , In Romero, P., Good, J., Acosta, E., and Bryant, S., editors; Land, R., Cousin, G., Meyer, J.H., Davies, P., Implications of threshold concepts forcourse design and evaluation (2006), pp. 195-206. , In (Meyer and Land, 2006a); Land, R., Meyer, J.H., Smith, J., (2008) Threshold Concepts Within the Disciplines, , editors. Sense Publishers; Lucas, U., Mladenovic, R., The potential of threshold concepts: An emerging framework for educational research and practice (2007) London Review of Education, 5 (3), pp. 237-248; Lye, A., Threshold concepts: Re ections on marketing education (2006) Proceedings of the 2006 ANZMAC Conference, , Brisbane; McCartney, R., Sanders, K., What are the threshold concepts" in computer science? (2005) Proceedings of the 5th Baltic Sea Conference on Computing Education Research (Koli Calling 2005), p. 185; Mead, J., Gray, S., Hamer, J., James, R., Sorva, J., Clair, C.S., Thomas, L., A cognitive approach to identifying measurable milestones for programming skill acquisition (2006) SIGCSE Bull., 38 (4), pp. 182-194; Meyer, J.H., Land, R., Threshold concepts and troublesome knowledge - linkages to ways of thinking and practising (2003) Improving Student Learning Theory and Practice-Ten Years On, pp. 412-424. , In Rust, C., editor, . OCSLD, Oxford; Meyer, J.H., Land, R., Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge (2006) Routledge, , editors; Meyer, J.H., Land, R., (2006) Threshold concepts and troublesome knowledge: An introduction, pp. 3-18. , In (Meyer and Land, 2006a); Meyer, J.H., Land, R., Stop the conveyer belt, I want to get off (2007) Times Higher Education Supplement, (1807), p. 14. , 17 August 2007; Mostr̈om, J.E., Boustedt, J., Eckerdal, A., McCartney, R., kate Sanders, Thomas, L., Zander, C., A multi-national, multi-institutionalproject on threshold concepts in computer science: Results and implications (2008) Threshold Concepts Conference 2008, Queen's University, , Kingston, Canada; Perkins, D., (2006) Constructivism and troublesome knowledge, pp. 33-47. , In (Meyer and Land, 2006a); Rowbottom, D.P., Demystifying threshold concepts (2007) Journal of Philosophy of Education, 41 (2), pp. 263-270; Shanahan, M., Meyer, J.H., (2006) The troublesome nature of a threshold concepts in economics, pp. 100-114. , In (Meyer and Land, 2006a); Shinners-Kennedy, D., (2008) The everydayness of threshold concepts: 'State' as an example from computer science, pp. 119-128. , In (Land et al., 2008); Stokes, A., King, H., Libarkin, J., Research in science education: Threshold concepts (2007) Journal of Geoscience Education, 55 (5), pp. 434-438; Taylor, C., (2006) Threshold concepts in biology: Do they fit the definition?, pp. 87-99. , In (Meyer and Land, 2006a); Vagianou, E., Program working storage: A beginner's model (2006) Proceedings of the 6th Baltic Sea Conference on Computing Education Research (Koli Calling 2006), pp. 69-76. , In Berglund, A. and Wiggberg, M.,editors; Zander, C., Boustedt, J., Eckerdal, A., McCartney, R., Moström, J.E., Ratcliffe, M., Sanders, K., (2008) Threshold concepts in computer science: A multi-national empirical investigation, pp. 105-118. , (Land et al., 2008)},
correspondence_address1={Rountree, J.; Department of Computer Science, , Dunedin, New Zealand; email: janet@cs.otago.ac.nz},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Fidge200975,
author={Fidge, C. and Teague, D.},
title={Losing their marbles: Syntax-free programming for assessing problem-solving skills},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={75-82},
note={cited By 10; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869124733&partnerID=40&md5=b30e83153289de38c34188df409511e7},
affiliation={Faculty of Information Technology, Queensland University of Technology, Brisbane, Australia},
abstract={Novice programmers have difficulty developing an algorithmic solution while simultaneously obeying the syntactic constraints of the target programming language. To see how students fare in algorithmic problem solving when not burdened by syntax, we conducted an experiment in which a large class of beginning programmers were required to write a solution to a computational problem in structured English, as if instructing a child, without reference to program code at all. The students produced an unexpectedly wide range of correct, and attempted, solutions, some of which had not occurred to their teachers. We also found that many common programming errors were evident in the natural language algorithms, including failure to ensure loop termination, hardwiring of solutions, failure to properly initialise the computation, and use of unnecessary temporary variables, suggesting that these mistakes are caused by inexperience at thinking algorithmically, rather than difficulties in expressing solutions as program code. © 2009, Australian Computer Society, Inc.},
keywords={Algorithms;  Learning to program;  Problem solving;  Syntax-free programming},
keywords={Algorithmic problem solving;  Algorithmic solutions;  Computational problem;  Learning to program;  Natural languages;  Novice programmer;  Problem solving skills;  Program code;  Programming errors;  Target programming language, Algorithms;  Problem solving;  Students, Syntactics},
references={Berman, K.A., Paul, J.L., (2005) Algorithms: Sequential, , Parallel and Distributed, Thomson; Bruce, C., McMahon, C., Contemporary Developments in Teaching and Learning Introductory Programming: Towards a Research Proposal (2002), Faculty of Information Technology Teaching and Learning Report 2002 - 2. D. P. Bancroft. Brisbane, QUT; Chen, T.-Y., Lewandowski, G., McCartney, R., Sanders, K., Simon, B., Commonsense Computing: using student sorting abilities to improve instruction (2007) Proceedings of the 38th SIGCSE technical symposium on Computer science education, , Covington, Kentucky USA, ACM; Dierbach, C., Taylor, B., Zhou, H., Zimand, I., (2005) Experiences with a CS0 Course Targeted for CS1 Success 36th SIGCSE technical symposium on Computer science education, , St Louis, Missouri, USA, ACM; DuHadway, L.P., (2002) Separating Fundamental Concepts from Language Syntax in an Introductory Computer Science Course, , Logan, Utah, Utah State University; Faux, R.J., (2003) Impact of a Pre-Programming Course in a Computer Science Curriculum, , The Union Institute and University; Fisher, A., Margolis, J., Unlocking the clubhouse: the Carnegie Mellon experience (2002) ACM SIGCSE Bulletin, 34 (2); Katz, S., Allbritton, D., Aronis, J., Wilson, C., Soffa, M.L., Gender, Achievement, and Persistence in an Undergraduate Computer Science Program (2006) ACM SIGMIS Database, 37 (4); Lister, R., Simon, B., Thompson, E., Whalley, J., Prasad, C., Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy (2006) Eleventh Annual Conference on Innovation Technology in Computer Science Education (ITiCSE'06), , Bologna, Italy, ACM; Little, G., Miller, R., Syntax-free Programming (2008), http://groups.csail.mit.edu/uid/projects/keywordcommands/index.html, Retrieved 1/09/08, 2008, from; Mendes, A.J., Gomes, A., Esteves, M., Using simulation and collaboration in CS1 and CS2 (2005) ACM SIGCSE Bulletin, 37 (3), pp. 193-197; Parsons, D., Haden, P., Parson's Programming Puzzles: A Fun and Effective Learning Tool for First Programming Courses (2006) Eighth Australasian Computer Education Conference (ACE2006), 52, pp. 157-163; Simon, B., Chen, T.-Y., Lewandowski, G., McCartney, R., Sanders, K., Commonsense Computing: What students know before we teach (Episode 1: Sorting) (2006) Proceedings of the 2006 international workshop on Computing education research; Zelle, J., Python as a first language (2007), http://mcsp.wartburg.edu/zelle/python/pythonfirst.html; Zobel, J., (2004) Writing for Computer Science, , London, Springer},
correspondence_address1={Fidge, C.; Faculty of Information Technology, , Brisbane, Australia; email: c.fidge@qut.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{L̈onnberg2009129,
author={L̈onnberg, J. and Berglund, A. and Malmi, L.},
title={How students develop concurrent programs},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={129-138},
note={cited By 11; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052137955&partnerID=40&md5=f2b78c9e2879c77258b4a71a62645dbf},
affiliation={Department of Computer Science and Engineering, Helsinki University of Technology, Espoo, Finland; Department of Information Technology, Uppsala Computing Education Research Group, UpCERG Uppsala University, Uppsala, Sweden},
abstract={This paper describes a qualitative, explorative study of how students approach developing and testing concurrent programs. The study is based on interviews with students working on the final programming assignment in a concurrent programming course. We discuss the effects of the students' approaches to constructing and testing programs on their work, how teaching can be improved to support the students in performing these tasks more effectively and how software tools can be designed to support the development, testing and debugging of concurrent programs. © 2009, Australian Computer Society, Inc.},
keywords={Concurrent program;  Concurrent programming;  Programming assignments;  Testing and debugging;  Testing programs, Program debugging;  Testing, Students},
references={Ben-Ari, M., Ben-David Kolikant, Y., Thinking parallel: The process of learning concurrency (1999) 'Fourth SIGCSE Conference on Innovation and Technology in Computer Science Education', pp. 13-16. , Cracow, Poland; Ben-David Kolikant, Y., Learning concurrency as an entry point to the community of computer science practitioners (2004) Journal of Computers in Mathematics and Science Teaching, 23 (1), pp. 21-46; Ben-David Kolikant, Y., Students' alternative standards for correctness (2005) The Proceedings of the First International Computing Education Research Workshop, pp. 37-46; Berglund, A., Phenomenography as a way to research learning in computing (2006) Bulletin of Applied Computing and Information Technology, 4 (1); Berglund, A., Box, I., Eckerdal, A., Lister, R., Pears, A., Proc. Tenth Australasian Computing Education Conference (ACE 2008)' (2008) Conferences in Research and Practice in Information Technology, 78, pp. 35-42. , Learning educational research methods through collaborative research: the Ph-ICER initiative, in Simon and M. Hamilton, eds, Australian Computer Society, Wollongong, NSW, Australia; Berglund, A., Eckerdal, A., What do our students strive for? Insights from a distributed, project-based course in computer systems (2005) Proceedings of 5th Annual Finnish/Baltic Sea Conference on Computer Science Education, pp. 65-72; Booth, S., Learning to program: A phenomenographic perspective (1992) Acta Universitatis Gothoburgensis, , doctoral dissertation, University of Gothenburg, Sweden; Gelernter, D., Generative communication in Linda (1985) ACM Transactions on Programming Languages and Systems, 7 (1), pp. 80-112; Hiisil̈a, A., (2005) Kurssinhallintaj̈arjestelm̈a ohjelmoinnin perusopetuksen avuksi (Course management system for basic courses in programming), , Master's thesis, Helsinki University of Technology. In Finnish, abstract in English; Lincoln, Y.S., Guba, E.G., (1985) Naturalistic Inquiry, , Sage Publications; L̈onnberg, J., Student errors in concurrent programming assignments (2007) Proceedings of the 6th Baltic Sea Conference on Computing Education Research, Koli Calling 2006, pp. 145-146. , in A. Berglund and M. Wiggberg, eds, Uppsala University, Uppsala, Sweden; L̈onnberg, J., Berglund, A., Students' understandings of concurrent programming (2008) Conferences in Research and Practice in Information Technology, 88, pp. 77-86. , in R. Lister and Simon, eds, Proceedings of the Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007)' , Australian Computer Society, Koli, Finland; L̈onnberg, J., Malmi, L., Berglund, A., Helping students debug concurrent programs (2008) Accepted to Koli Calling 2008; Marton, F., Booth, S., (1997) Learning and Awareness, , Lawrence Erlbaum Associates; Price, B.A., Baecker, R.M., Small, I.S., A principled taxonomy of software visualization (1993) Journal of Visual Languages and Computing, 4 (3), pp. 211-266},
correspondence_address1={L̈onnberg, J.; Department of Computer Science and Engineering, , Espoo, Finland; email: jlonnber@cs.hut.fi},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Saeed2008113,
author={Saeed, N. and Yang, Y.},
title={Incorporating blogs, social bookmarks, and podcasts into unit teaching},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={113-118},
note={cited By 4; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869140411&partnerID=40&md5=a2cabcc2adcc46de643a5d0048405659},
affiliation={Faculty of Information and Communication Technologies, Swinburne University of Technology, PO Box 218, Hawthorn VIC 3122, Australia},
abstract={The use of emerging e-learning technologies to build lifelong learning solutions is on the rise in academic settings. However there is a need to further explore these technologies in educational contexts and find novel ways of combining them in unit design. This paper presents our experience of incorporating a combination of blogs, social bookmarks, and podcasts in teaching a Web programming unit. An iterative action research methodology has been adopted to carry out the study. The study outcomes are encouraging in terms of usage and acceptance of incorporated technologies. They fulfil the basic objectives of the study and highlight the key areas of improvement for follow up studies. © 2008, Australian Computer Society, Inc.},
keywords={Action Research;  Emerging E-learning Technologies;  Experiment Study;  Unit Teaching},
keywords={Action research;  E-learning technology;  Educational context;  Experiment study;  Follow-up Studies;  Life long learning;  Podcasts;  Unit design;  Web programming, E-learning;  Iterative methods;  Technology, Engineering education},
references={(2007), http://www.answers.com/blog?cat=biz-fin, Answers.com: Blog Definition, Accessed 27 Aug; Asmus, J., Bonner, C., Esterhay, D., Lechner, A., Rentfrow, C., http://elgg.net/collinb/files/1136/2967/TrendAnalysisWeb.pdf, Instructional Design Technology Trend Analysis, Accessed 5 Jul. 2007; Barsky, E., Purdon, M., Introducing Web 2.0: social networking and social bookmarking for health librarians (2006) JCHLA/JABSC, 27 (1), pp. 65-67; Belanger, Y., Duke iPod First Year Experience: Final Evaluation Report (2005), Duke University, USA; Boulos, M.N.K., Maramba, I., Wheeler, S., (2007) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education, , http://www.biomedcentral.com/1472-6920/6/41, Accessed 2 Aug; Bryant, T., Social Software in Academia (2006) EDUCAUSE Quarterly, 29 (2), pp. 61-64; Chan, A., Lee, M.J.W., An MP3 a day keeps the worries away (2005) Proc. Student Experience Conference, 7, pp. 59-71. , Wagga Wagga, Australia; Farmer, J., Bartlett-Bragg, A., Blogs @ anywhere: High fidelity online communication (2005) Proc. ASCILITE, pp. 197-203. , Brisbane, Qld, Australia; Ferdig, R.M., Trammell, K.D., (2007) Content Delivery in 'Blogsphere', p. 26. , http://thejournal.com/articles/166, Accessed 28 Aug; Ferrance, E., (2000), Action Research: Themes in Education, Brown University; Kemmis, S., McTaggart, R., (1988) The action research planner, , 3rd, Victoria, Australia, Deakin University Press; (2007), http://www.swinburne.edu.au/ads/lectopia/index.html, Accessed 27 Jul., Lectopia; Lomas, C., (2007), http://www.educause.edu/ir/library/pdf/ELI7001.pdf, 7 things you should know about Social Bookmarking, Accessed 23 Aug; Long, P., (2006) The Horizon Report, , New Media Consortium and EDUCAUSE Learning Initiative, Stanford, CA, USA; Murphy, L., Wolff, D., Take a minute to complete the loop: using electronic Classroom Assessment Techniques in computer science labs (2005) Journal of Computing Sciences in Colleges, 21 (1), pp. 150-159; (2006), www.nmc.org/pdf/2006_Horizon_Report.pdf, New Media Consortium, "The Horizon Report 2006 Edition", Accessed 20 October 2007; Ractham, P., Zhang, X., Podcasting in Academia: A New Knowledge Management Paradigm within Academic Settings (2006) Proc. SIGMIS-CPR'06, pp. 314-317. , Claremont, CA, USA; (2007), http://en.wikipedia.org/wiki/Blog, Wikipedia: Blog-Wikipedia, Accessed 23 Aug; http://en.wikipedia.org/wiki/Podcast, Wikipedia: Podcast, Accessed 23 Aug. 2007; Williams, J.B., Jacobs, J., Exploring the use of blogs as learning spaces in the higher education sector (2004) Australasian Journal of Educational Technology (AJET), 20 (2), pp. 232-247},
correspondence_address1={Saeed, N.; Faculty of Information and Communication Technologies, PO Box 218, Hawthorn VIC 3122, Australia; email: nsaeed@ict.swin.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Berglund200835,
author={Berglund, A. and Box, I. and Eckerdal, A. and Lister, R. and Pears, A.},
title={Learning educational research methods through collaborative research: The PhICER initiative},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={35-42},
note={cited By 3; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869131460&partnerID=40&md5=1ef2f0312a27c77de618c1b2344bbd41},
affiliation={Uppsala Computing Education Research Group, UpCERG, Uppsala University, Department of Information Technology, P.O. Box 337, SE-751 05 Uppsala, Sweden; Faculty of Information Technology, University of Technology Sydney, P.O. Box 123, Broadway 2007, Sydney, Australia; Helsinki University of Technology, COMPSER laboratory, Department of Computer Science and Engineering, Espoo, Finland},
abstract={To accommodate an increasing interest in phenomenography among the computing education research community, the authors of this paper have organised two workshops, or intensive courses, in phenomenography, intended for researchers in computing education at a university level. Although the workshop programs contained lectures and smaller exercises, the emphasis was on preparing one joint publication from each of the workshops. The publication from the first workshop discussed the experience of being a teacher in computing, while the second focused on teachers' experiences of the problems their students encounter when learning computing. The workshops and their impact on the community are discussed in this paper. © 2008, Australian Computer Society, Inc.},
keywords={computing education research;  phenomenography;  PhICER},
keywords={Collaborative research;  Computing education;  Educational research;  Phenomenography;  PhICER;  University levels, Research, Education},
references={Åkerlind, G.S., Variation and commonality in phenomenographic research methods (2005) Higher Education Research and Development, 24, pp. 321-334; Ben-Ari, M., Constructivism in Computer Science Education (2001) Journal of Computers in Mathematics and Science Teaching, 20 (1), pp. 45-73; Ben-Ari, M., Situated Learning in Computer Science Education (2004) Computer Science Education, 14 (2), pp. 85-100; Ben-Ari, M., Berglund, A., Booth, S., Holmboe, C., What do we mean by theoretically sound research in computer science education? (2004) Proceedings of the ITICSE 9th annual conference on Innovation and technology in computer science education, pp. 230-231. , Panel Session, Leeds, UK, (organiser); Berglund, A., Learning computer systems in a distributed project course: The what, why, how and where (2005), 62. , Uppsala, Sweden: Acta Universitatis Upsaliensis; Berglund, A., Phenomenography as a way to research learning in computing (2006) Bulletin of the National Advisory Committee on Computing Qualifications, 4 (1). , BACIT; Berglund, A., Daniels, M., Pears, A., Qualitative Research Projects in Computing Education Research: An Overview (2006) Australian Computer Science Communications, 28 (5), pp. 25-34; Berglund, A., Eckerdal, A., What do CS Students Strive to Learn? (2006) Computer Science Education, 16 (3), pp. 185-195; Berglund, A., Eckerdal, A., Pears, A., East, P., Kinnunen, P., Malmi, L., McCartney, R., Thomas, L., It just clicks. They have no trouble at all How CS teachers experience their students' difficulties in learning., , (in preparation); Berglund, A., Kinnunen, P., Malmi, L., A doctoral course in research methods in computing education research: What shall we teach? (2008) Proceedings of the 7th Baltic Sea Conference on Computing Education Research, , Koli Calling, Koli, Joensuu, Finland; Berglund, A., Lister, R., (2007) How do students understand computer network protocols?, pp. 15-20. , In S. Mann & N. Bridgeman (Eds.), Proceedings of the 20th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ), Port Nelson, New Zealand; Berglund, A., Wiggberg, M., Students learn CS in different ways (2006) Insights from an empirical study.ACM SIGCSE Bulletin, 38 (3), pp. 265-269; Booth, S., (1992) Learning to Program. A phenomenographic perspective, , Gothenburg, Sweden: Acta Universitatis Gothoburgensis; Boustedt, J., Dealing with tasks in a realisticobject-oriented system-understandings of the concept of interface in Java (2006) Proceedings of the Doctoral Consortium at SIGCSE 2006, , Technical Symposium on Computer Science Education, Houston, TX, USA; Carbone, A., Mannila, L., Fitzgerald, S., Computer Science and IT Teachers' Conceptions of Successful and Unsuccessful Teaching: A Phenomenographic Study Computer Science Education., , (accepted for publication); Clancy, M., Stasko, J., Guzdial, M., Fincher, S., Dale, N., Models and Areas for CS Education Research (2001) Computer Science Education, 11 (4); Doyle, B.J., Lister, R., A Preliminary Phenomenographic Study Concerning Student Experiences of Unix (2006) Proceedings of the 19th Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 73-78. , NACCQ, Wellington, New Zealand; Eckerdal, A., Thuné, M., Novice Java programmers' conceptions of "object" and "class", and variation theory (2005) SIGCSE Bulletin inroads, 37 (3), pp. 89-93; Fincher, S., (2002) The Experiment Kit Page, , http://www.cs.kent.ac.uk/people/staff/saf/experimentkits/index.html, Retrieved Aug. 11, 2007, from; Fincher, S., Lister, R., Clear, T., Robins, A., Tenenberg, J., Petre, M., Multi-institutional, multinational studies in CSEd Research: some design considerations and trade-offs (2005) Proceedings of the International Computing Education Research Workshop, pp. 111-121. , Seattle, WA, USA; Fincher, S., Tenenberg, J., Using Theory to Inform Capacity-Building: Bootstrapping Communities of Practice in Computer Science Education Research (2006) Journal of Engineering Education, 95 (4), pp. 265-277; Granovetter, M., The Strength of Weak Ties (1973) American Journal of Sociology, 76 (8), pp. 1360-1380; Haden, P., Fincher, S., Petre, M., (2004) BRACE Yourself: CS Education research is coming, , Proceedings of the 17th NACCQ, Christchurch., (2004, 6th-9th July); Holmboe, C., McIver, L., George, C., (2001) Research Agenda for Computer Science Education, pp. 207-223. , In G. Kadoda (Ed.), Proceedings of the 13th annual workshop of the Psychology of Programming Interest Group; Ingerman, A., Booth, S., Expounding on physics: a phenomenographic study of physicists talking of their physics (2003) International Journal Of Science Education, 25 (12), pp. 1489-1508; Kinnunen, P., Malmi, L., Do Students Work Efficiently in a Group?-Problem-Based Learning Groups in Basic Programming Course (2004) Proceedings of the Fourth Finnish/Baltic Sea Conference of Computer Science Education, pp. 57-66. , Koli Calling, Helsinki, Finland; Kinnunen, P., McCartney, R., Murphy, C., Thomas, L., Through the eyes of instructors: a phenomenographic investigation of student success (2007) Proceedings of the The Third International Computing Education Research Workshop, , ICER, Atlanta, GA, USA; Kutay, C., Lister, R., Up Close and Pedagogical: Computing Academics Talk About Teaching (2006) Australian Computer Science Communications, 52, pp. 125-134; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , Cambridge, UK: Cambridge University Press; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Bower, M., Kutay, C., Differing Ways that Computing Academics Understand Teaching (2007) Australian Computer Science Communications, 29 (5), pp. 97-106; Lister, R., Box, I., Morrison, B., Tenenberg, J., Westbrook, D.S., The dimensions of variation in the teaching of data structures (2004) Proceedings of the 9th annual ACM SIGCSE Conference, pp. 92-96. , ITiCSE: Innovation and Technology in Computer Science Education, Leeds, United Kingdom; Marton, F., Booth, S., Learning and awareness (1997), Mahwah, New Jersey, USA: Lawrence Erlbaum Associates; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) SIGCSE Bulletin, 33 (4), pp. 125-180; McKenzie, J., Variation and relevance structures for university teachers' learning: Bringing about change in ways of experiencing teaching (2002) Research and Development in Higher Education, 25, pp. 434-441; Moström, J.E., East, P., Malmi, L., McCartney, R., Murphy, L., Ratcliffe, M., Simon, B., Thomas, L., (in preparation). How (and why) to Read a Phenomenographic Paper: a Guide for the Uninitiated; Pears, A., Berglund, A., Eckerdal, A., East, P., Kinnunen, P., Malmi, L., McCartney, R., Thomas, L., What's the Problem? Teachers'experience of student learning (2008) Proceedings of the 7th Baltic Sea Conference on Computing Education Research, , Koli Calling, Koli, Joensuu, Finland; Ramsden, P., (2003) Learning to teach in higher education, , (2nd ed.). London, UK; New York, NY, USA: Routledge; Simon, de Raadt, M., Venables, A., Variation in Approaches to Lab Practical Classes among Computing Academics (2007) Informatics in Education, 6 (1), pp. 215-230; Simon de Raadt, M., Sutton, K., Venables, A., The Unique Role of Lab Practical Classes in Computing Education (2006) Proceedings of the Koli Calling-The 6th Baltic Sea Conference on Computing Education Research, , Koli, Joensuu, Finland; Stamouli, I., Huggard, M., Object Oriented Programming and Program Correctness: The Students' Perspective (2006) Proceedings of the Second International Computing Education Research Workshop, pp. 109-118. , ICER, Canterbury, UK; Tenenberg, J., Fincher, S., (2006) Building and assessing capacity in Engineering Education Research: the Bootstrapping Model, , Paper presented at the ASEE Annual conference and exposition; Thompson, E., Hunt, L., Kinshuk, Exploring Learner Conceptions of Programming (2006) Australian Computer Science Communications, 52, pp. 205-211; Tutty, J., Sheard, J., Avram, C., Teaching in the current higher education environment: Perceptions of IT academics., , (submitted for peer review); Vartiainen, T., (2006) Moral Conflicts Perceived by Students of a Project Course, pp. 77-84. , In A. Berglund & M. Wiggberg (Eds.), Proceedings of the Koli Calling-The 6th Baltic Sea Conference on Computing Education Research. Koli, Joensuu, Finland; Wenger, E., Communities of Practice (1998) Learning, Meaning, and Identity, , Cambridge, UK: Cambridge University Press; Wiggberg, M., I Think It's Better if Those Who Know the Area Decide About It (2006) A Pilot Study Concerning Power in CS Student Project Groups, pp. 132-135. , In A. Berglund & M. Wiggberg (Eds.), Proceedings of Koli Calling-The 6th Baltic Sea Conference on Computing Education Research Koli, Joensuu, Finland},
correspondence_address1={Berglund, A.; Uppsala Computing Education Research Group, UpCERG, P.O. Box 337, SE-751 05 Uppsala, Sweden; email: Anders.Berglund@it.uu.se},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Blackmore200843,
author={Blackmore, K.L. and Nesbitt, K.V.},
title={Identifying risks for cross-disciplinary higher degree research students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={43-52},
note={cited By 6; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869112165&partnerID=40&md5=edf3c7b204689ff436166cd74c4066fc},
affiliation={School of Accounting and Computer Science, Charles Sturt University, Panorama Ave, Bathurst 2795, NSW, Australia; School of Design, Communication and Information Technology, University of Newcastle, ICT Building, University Drive, Callaghan 2308, NSW, Australia},
abstract={Managing attrition rates and completion times of higher degree research students are key considerations for Universities as they are directly tied to future funding for research places. Even where higher degree research students are focused within a single discipline there are a number of risks that can impact on completion. However, there is also evidence of an increase in cross-disciplinary research within Australia. The nature of cross-disciplinary research raises further issues concerning the supervision and progression of PhD candidates and the examination of their works. We discuss a number of issues from a case study of the authors' own PhD experience, which spanned the computing and business disciplines. We conclude by drawing on some experiences in project management from the software engineering community and finally recommend that all participants in higher degree research consider a strategy of preventive risk management.},
keywords={Attrition;  Cross-discipline;  Doctoral supervision;  Risk management;  Software processes},
keywords={Attrition;  Attrition rate;  Australia;  Completion time;  Cross-disciplinary;  Cross-disciplinary research;  Cross-discipline;  Doctoral supervision;  Engineering community;  Software process, Project management;  Research;  Risk management;  Software engineering, Students},
references={(2005), http://www.arc.gov.au/pdf/ARC_response_to_Preferred_Model_051005.pdf, Australian Research Council (ARC): Research Quality Framework: response to the preferred model. Accessed 14 Aug. 2007; Basili, V.R., Turner, A.J., Iterative Enhancement: A Practical Technique for Software Development (1975) IEEE Transactions on Software Engineering, 1 (4), pp. 390-396; Becher, T., The significance of disciplinary differences (1994) Studies in Higher Education, 19 (2), pp. 51-161; Becher, T., Trowler, P., Academic tribes and territories: intellectual enquiry and the culture of disciplines (2001), 2nd edn. Open University Press/SRHE, Buckingham; Blackmore, K.L., (2006) Predicting organisational resource-needs change: a case in SMEs and information and communication technologies, , Ph.D. thesis. Charles Sturt University, Australia; Boehm, B.W., A spiral model of software development and enhancement (1988) IEEE Computer, 21 (5), pp. 61-72; Bourke, S., Holbrook, A., Lovat, T., Farley, P., (2004) Attrition, completion and completion times of PhD candidates, , AARE Annual Conference, Melbourne; Budde, R., Kuhlenkamp, K., Mathiassen, L., Zullighoven, H., (1984), http://www1.standishgroup.com/sample_research/chaos_1994_1.php, Approaches to prototyping, Springer-Verlag, New York. CHAOS Report (1994): The CHAOS Report. Accessed 22 Aug. 2007; Cohen, D., Lindvall, M., Costa, P., An introduction to agile methods (2004), pp. 1-66. , In Advances in Computers. New York: Elsevier Science; Deming, W.E., Out of the crisis (1986), Cambridge, MA: Massachusetts Institute of Technology, Center for Advanced Engineering Study; Golde, C.M., The role of the department and discipline in doctoral student attrition: lessons from four departments (2005) The Journal of Higher Education, 76 (6), pp. 669-700; Golde, C.M., Gallagher, H.A., The challenges of conducting interdisciplinary research in traditional doctoral programs (1999) Ecosystems, 2, pp. 281-285; Graybill, J.K., Dooling, S., Shandas, V., Withey, J., Greve, A., Simon, G.L., A rough guide to interdisciplinarity: graduate student perspectives (2006) BioScience, 56 (9), pp. 757-763; Grigg, L., Johnston, R., Milsom, M., (2003) Emerging issues for cross-disciplinary research: conceptual and empirical dimensions, , http://www.dest.gov.au/NR/rdonlyres/A8D5BFD0-F49C-4D3C-A6E6-6F6FB8B9394D/1425/cross_disc.pdf, Department of Education, Science and Training, Accessed 14 Aug. 2007; Gurr, G.M., Negotiating the 'rakety bridge' - a dynamic model for aligning supervisory style with research student development (2001) Higher Education Research & Development, 20 (1), pp. 81-92; Holbrook, A., Bourke, S., Lovat, T., Dally, K., Investigating PhD thesis examination reports (2004) International Journal of Education Research, 41 (2), pp. 98-120; Holland, J.H., (1995) Hidden order: how adaptation builds complexity, , Addison-Wesley, New York; Ives, G., Rowley, G., Supervisor selection or allocation and continuity of supervision: PhD students' progress and outcomes (2005) Studies in Higher Education, 30 (5), pp. 535-555; Juran, J.M., Gryna, F.M., (1988) Juran's quality control handbook, , New York, McGraw-Hill Book Company; Kan, S.H., (1995) Metrics and models in software quality engineering, , Reading, Massachusetts, Addison- Wesley Publishing Company; Lawson, A., March, H., Tansley, T., Examining the examiners (2003) Australian Universities Review, 46 (1), pp. 32-36; Leshner, A., Science at the leading edge (2004) Science, 303, p. 729; Lovitts, B.E., (2001) Leaving the Ivory Tower: The causes and consequences of departure from doctoral study, , Lanham, MD: Rowman and Littlefield; McAlpine, L., Norton, J., Reframing our approach to doctoral programs: an integrative framework for action and research (2006) Higher Education Research and Development, 25 (1), pp. 3-17; MacCleave, A., Incommensurability in crossdisciplinary research: A call for cultural negotiation (2006) International Journal of Qualitative Methods (online), 5 (2). , http://www.ualberta.ca/~iiqm/backissues/5_2/pdf/maccleave.pdf, Accessed 19 Jun. 2007; Murthi, S., Preventive risk management for software projects (2002) IT Professional, 4 (5), pp. 9-15; Murphy, C., Adaptive project management using scrum (2004) Methods and Tools, , http://www.methodsandtools.com/archive/archive.php?id=18, Accessed 23 Aug. 2007; Pfleeger, S.L., (1998) Software Engineering: Theory and Practice, , New Jersey, Prentice Hall; Pole, C., Joint supervision and the PhD: safety net or panacea? (1998) Assessment and Evaluation in Higher Education, 23 (3), pp. 259-271; Qin, J., Lancaster, F.W., Allen, B., Types and levels of collaboration in interdisciplinary research in the sciences (1997) Journal of the American Society for Information Science, 48 (10), pp. 893-916; Powell, S.D., Green, H., (2003) Research degree examining: quality issues of principle and practice, 11 (2), pp. 55-63. , Quality Assurance in Education (Special Edition'Assessing and Examining Research Awards'); Royce, W.W., Managing the Development of Large Software Systems, Proceedings of 9th International Conference on Software Engineering (1987) IEEE Computer Society, pp. 328-338; Schwalbe, K., (2006) Project risk management, pp. 438-440. , 4th edn, in Information Technology Project Management Boston, Thomson Course Technology:; Shannon, A.G., (1995) Research degree supervision: 'more mentor than master', 2, pp. 12-15. , Australian Universities' Review; Sinclair, M., The pedagogy of 'good' PhD supervision: A national crossdisciplinary investigation of PhD supervision (2004), http://www.dest.gov.au/NR/rdonlyres/07C6492BF1BE-45C6-A283-6098B6952D29/2536/phd_supervision.pdf, Department of Education, Science and Training, Accessed 14 Aug. 2007; Spector, A.Z., Gifford, D.K., Bridge design and construction (1986) Communications of the ACM, 29 (4), pp. 267-283},
correspondence_address1={Blackmore, K.L.; School of Accounting and Computer Science, Panorama Ave, Bathurst 2795, NSW, Australia; email: kblackmore@csu.edu.au},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Simon2007133,
author={Simon},
title={Mandatory fields - a case study in the divergence between education and practice},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={133-139},
note={cited By 0; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869141608&partnerID=40&md5=f6f3bfa53bd2deb87bbf864f2a631e1d},
affiliation={School of Design, Communication, and Information Technology, University of Newcastle, Australia},
abstract={In an ideal world the practitioners, educators, and students in a given discipline would share much the same perspectives. In the real world these groups often display a marked divergence. We illustrate this divergence with a study of the usage of mandatory fields in databases, showing that practitioners often end up compromising data integrity by forcing the collection of data that is inaccurate and contrived. We follow the case study with an appeal to database educators to teach their students to give more serious consideration to the choice of mandatory fields. © 2007, Australian Computer Society, Inc.},
keywords={Data integrity;  Mandatory fields;  Names;  Usability},
keywords={Data integrity;  Ideal worlds;  Mandatory fields;  Names;  Usability, Students},
references={Chan, Y., Suwanda, H., Designing multinational online stores: challenges, implementation techniques and experience (2000) Proceedings of the 2000 conference of the Centre for Advanced Studies on Collaborative research, pp. 1-14. , Mississauga, Ontario, Canada, IBM Press; Cockburn, C., Courtesy titles - their proper use and website design guidelines (2003), http://www.siliconglen.com/usability/courtesytitles.html, Accessed at August 2006; Connolly, T., Begg, C., (2002) Database Systems: a practical approach to design, implementation, and management, , (3rd edn), Addison Wesley; Grauer, R.T., Barber, M., (2001) Exploring Microsoft Access 2000 with VBA, , Prentice Hall; Little, J.C., Granger, M., Adams, E.S., Holvikivi, J., Lippert, S.K., Walker, H.M., Young, A., Integrating cultural issues into the computer and information technology curriculum (2001) ACM SIGCSE Bulletin, 33 (2), pp. 136-154; Nielsen, J., When Bad Design Elements Become the Standard (1999) Alertbox, , http://www.useit.com/alertbox/991114.html, November 14. Accessed at August 2006; Neumann, P., (1996) Risks-Forum Digest, 18 (35). , http://www.it.bton.ac.uk/staff/lp22/CP303/case/atlanta.html, as accessed at August 2006; Rob, P., Semaan, E., (2000) Databases: design, development, and deployment using Microsoft Access, , (international edition), McGraw-Hill; Seiden, J., Question and answer: design means remembering to ask the question (2002) Interactions, 9 (1), pp. 11-15; Winemiller, E., Roff, J.T., Heymann, B., Groom, R., (1998) Visual Basic 6 Database How-To, , Sams Publishing},
correspondence_address1={Simon; School of Design, Communication, and Information Technology, Australia; email: simon@newcastle.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Thompson2007155,
author={Thompson, E.},
title={Holistic assessment criteria - Applying SOLO to programming projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={155-162},
note={cited By 15; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869141593&partnerID=40&md5=b172bc958458a660eda6ffc81979a4bb},
affiliation={Department of Information Systems, Massey University, PO Box 756, Wellington 6140, New Zealand},
abstract={How you define your assessment criteria should influence the way the students approach the assignment. Does this mean that if we use a holistic criterion-based assessment strategy that students will look more holistically at the topic rather than focussing on the pieces for which they think they can gain satisfactory marks? A holistic set of assessment criteria for programming assignment work based on the SOLO taxonomy is presented, and reflections on the use of this approach over three years are discussed. © 2007, Australian Computer Society, Inc.},
keywords={Assessment;  Criterion-based assessment;  Programming},
keywords={Assessment;  Assessment criteria;  Criterion-based assessment;  Programming assignments;  Programming projects, Mathematical programming, Students},
references={Biggs, J.B., (1999) Teaching for quality learning at University, , Buckingham, Open University Press; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York, Academic Press; Dijkstra, E.W., Answers to questions from students of Software Engineering (2000), http://www.cs.utexas.edu/users/EWD/ewd13xx/EWD1305.PDF; Felleisen, M., Flatt, M., Findler, R.B., Gray, K.E., Krishnamurthi, S., Proulx, V.K., (2001) How to design class hierarchies: Object-oriented programming and computing; Hattie, J., Purdie, N., The Solo model: Addressing fundamental measurement issues (1998) Teaching and learning in higher education, , Dart, B. & Boulton-Lewis, G. M. (Eds.) Camberwell, Vic, Australian Council of Educational Research; Lister, R., Simon, B., Thompson, E., Whalley, J., Prasad, C., Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy (2006) Innovation and Technology in Computer Science Education (ITiCSE 2006), , Bolonga, Italy; Maki, P., (2004) Assessing for learning: Building a sustainable commitment across the institution, , Sterling, VZ, Stylis Publishing; McBreen, P., (2001) Software craftsmanship: The new imperative, , Boston, Addison Wesley; McConnell, S., (2004) Professional software development: shorter schedules, higher quality products, more successful projects, enhanced careers, , Boston, Addison Wesley; November, P., Journals for the journey into deep learning: a framework (1996) Higher education research and development, 15, pp. 115-127; November, P., Learning to teach experientially: a pilgrim's progress (1997) Studies in Higher Education, 22, pp. 289-299; Proulx, V.K., Gray, K.E., Design of class hierarchies: An introduction to OO program design (2006) Inroads - The SIGCSE Bulletin, 38, pp. 288-292; Thompson, E., (1997) 71253 Systems Design and Development, , Lower Hutt, The Open Polytechnic of New Zealand; Thompson, E., Delivering education that satisfies industry (1998) NACCQ National Conference, , Auckland, National Advisory Committee on Computing Qualifications; Thompson, E., Does the sum of the parts equal the whole? (2004) Proceedings of the seventeenth annual conference of the National Advisory Committee on Computing Qualifications, , Mann, S. & Clear, T. (Eds.) Christchurch, New Zealand, National Advisory Committee on Computing Qualifications; Thompson, E., Whalley, J., Lister, R., Simon, B., Code Classification as a Learning and Assessment Exercise for Novice Programmers (2006) The 19th Annual Conference of the National Advisory Committee on Computing Qualifications: Preparing for the Future - Capitalising on IT, , Mann, S. & Bridgeman, N. (Eds.) Wellington, National Advisory Committee on Computing Qualifications; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, A., Prasard, C., An Australasian study of reading and comprehension skills in novice programmers, using the Bloom and SOLO taxonomies (2006) Eighth Australasian Computing Education Conference (ACE2006), , Tolhurst, D. & Mann, S. (Eds.) Hobart, Tasmania, Australia, Australian Computer Society Inc},
correspondence_address1={Thompson, E.; Department of Information Systems, PO Box 756, Wellington 6140, New Zealand; email: E.L.Thompson@massey.ac.nz},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Kay200789,
author={Kay, J. and Li, L. and Fekete, A.},
title={Learner reflection in student self-assessment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={89-95},
note={cited By 12; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869138913&partnerID=40&md5=1819c3706ac5312a9798753235f996de},
affiliation={School of Information Technologies, The University of Sydney, NSW 2006, Australia},
abstract={Learner reflection is critical to effective, deep, transferable learning, especially in cognitively demanding areas, such as learning programming. This paper presents Reflect, a programming education system, which aims to facilitate student self-assessment and promote learner reflection through scrutable learner models. Reflect sets tasks and presents a set of example answers to read and assess. We report students' use of the system over one semester. Overall Reflect appears to help students understand the teacher's goals for the tasks set and to refine their own work in relation to these goals. © 2007, Australian Computer Society, Inc.},
keywords={Learner model;  Learning programming;  Programming education;  Self-assessment, Education computing;  Learning systems, Students},
references={Boud, D., The role of self-assessment in student grading (1989) Assessment and Evaluation in Higher Education, 14 (1), pp. 20-30; Boud, D., Implementing Student Self-Assessment (1991) Campbelltown: Higher Education Research and Development Society of Australasia, , HERDSA Green Guide 5; Boud, D., Keogh, R., (1985) Promoting reflection in learning: A model, pp. 18-40. , Reflection: Turning Experience into Learning. D. Boud, R. Keogh and D. Walker. London, Kogan; Bull, S., Pain, H., Did I say what I think I said, and do you agree with me? (1995) Inspecting and questioning the student model. World Conference on Artificial Intelligence in Education, , Charlottesville, VA, AACE; Corbett, A.T., Anderson, J.R., Knowledge tracing: Modeling the acquisition of procedural knowledge (1995) User Modeling and User-Adapted Interaction, 4, pp. 253-278; Fekete, A., Kay, J., (2000) Supporting Reflection in Introductory Computer Science. SIGCSE; Fekete, A., Kummerfeld, B., Identifying and improving the learning of borderline students in SOFT2004 (2003), Sydney, Australia, School of Information Technologies, The University of Sydney; Hartley, D., Mitrovic, A., Supporting Learning by Opening the Student Model (2002), ITS 2002, Springer-Verlag Berlin Heidelberg; Kay, J., Invited keynote address: Learner know thyself: Student models to give learner control and responsibility (1997) ICCE'97 International Conference on Computers in Education; Kay, J., Lum, A., Exploiting readily available web data for scrutable student models (2005) 12th International Conference on Artificial Intelligence in Education, , Amsterdam, Netherlands; Schön, D.A., (1983) The reflective practitioner, , New York, Basic Books; Schön, D.A., (1987) Educating the reflective practitioner, , San Francisco, Jossey-Bass Publishers; Uther, J., On the visualisation of large user models in web based systems (2001) Basser Department of Computer Science, , Sydney, The University of Sydney; Weber, G., Brusilovsky, P., ELM-ART: An adaptive versatile system fro web-based instruction (2001) International Journal of Artificial Intelligence in Education, (12), pp. 351-384; Zapata-Rivera, J.-D., Greer, J.E., Externalising learner modelling representations (2001) AI-Ed 2001 Workshop: External Representations in AIED: Multiple Forms and Multiple Roles, , San Antonio, Texas},
correspondence_address1={Kay, J.; School of Information Technologies, , NSW 2006, Australia; email: judy@cs.usyd.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Thompson2006205,
author={Thompson, E. and Hunt, L. and Kinshuk},
title={Exploring learner conceptions of programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={205-211},
note={cited By 8; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869065142&partnerID=40&md5=6b84bd6ccc7de8ff4ba4743beb19fa00},
affiliation={Department of Information Systems, Massey University, Private Box 756, Wellington, New Zealand; Department of Management and International Business, Massey University, Private Bag 102 904, Albany, New Zealand; Department of Information Systems, Massey University, Private Bag 11 222, Palmerston North, New Zealand},
abstract={The objective of this paper is to argue for an approach to the scholarship of teaching based on conceptions of learning and task representation. A case study based on learning to implement a data structure using test-driven development is presented to illustrate the issues. Documented phenomenographic investigations into concepts of programming are referenced to lay a foundation for future research into improving learning and teaching of programming themes. © 2006, Australian Computer Society, Inc.},
keywords={Conceptions of programming;  Learning process;  Task representation},
keywords={Improving learning;  Learning process;  Task representation;  Teaching-of-programming;  Test driven development, Data structures},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, , (eds.) Addison Wesley Longman; Astels, D., (2003) Test-driven development: A practical guide, , Prentice Hall PTR, Upper Saddle River; Beck, K., (2003) Test-driven development by example, , Addison Wesley, Boston, MA; Bergin, J., (2000) Why procedural is the wrong first paradigm if OOP is the goal, , http://csis.pace.edu/~bergin/papers/Whynotproceduralfirst.html; Biggs, J.B., From theory to practice: a cognitive systems approach (1993) Higher education research and development, 12 (1), pp. 73-85. , Retrieved: 1993, from; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , Academic Press, New York; Biggs, J.B., Moore, P.J., (1993) The process of learning, , 3rd edn, Prentice Hall, New York; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of educational objectives Handbook 1: cognitive domain, , Longman Group Ltd, London; Booth, S.A., The experience of learning to program. Example: recursion (1992) 5 éme Workshop sur la Psychologie de la Programmation (the fifth workshop of the Psychology of programming Interest Group), pp. 122-145. , ed. Détienne, F, INRIA, Paris; Booth, S.A., (1992) Learning to program: A phenomenographic perspective, , Acta Universtatis Gothoburgensis, Göteborg; Booth, S.A., On phenomenography, learning and teaching (1997) Higher Education Research & Development, 16 (2), pp. 135-158; Bowden, J., Marton, F., (1998) University of learning, , Routledge Falmer, London; Cope, C., Educationally critical aspects of the concept of an Information System (2002) Informing Science, 5 (2), pp. 67-79; Cope, C., Garner, M., Prosser, M., Using phenomenographic perspectives in the classroom (1996) Annual Conference of the Higher Education Research and Development Society of Australasia, pp. 125-129. , Higher Education Research and Development Society of Australasia Inc., Sydney; Cross, K.P., Steadman, M.H., (1996) Classroom research: Implementing the scholarship of teaching, , Jossey-Bass Publishers, San Francisco; Dale, N., Weems, C., (1992) Introduction to Pascal and structured design, , 3rd Turbo version edn, Heath, Lexington, Mass; Hattie J, Purdie, N., The Solo model: Addressing fundamental measurement issues (1998) Teaching and learning in higher education, pp. 145-176. , Australian Council of Educational Research, Dart, B & Boulton-Lewis, GM (eds.), Camberwell, Vic; Hunt, L.M., (1995) Approaches to learning: The selection and use of learning strategies, , Dissertation, Massey University; Marton, F., Booth, S.A., (1997) Learning and awareness, , Lawrence Erlbaum Associates, Mahwah, NJ; Marton, F., Tsui, A.B.M., (2003) Classroom discourse and the space of learning,, , (eds.) Lawrence Erlbaum Associates, Publishers, Mahwah, NJ; London; Ramsden, P., Studying learning: Improving teaching (1988) Improving learning: new perspectives, pp. 13-31. , Ramsden, P (ed.), Kogan Page; Nichols Pub. Co, London: New York, NY; Ramsden, P., (2003) Learning to teach in higher education, , 2nd edn, Routledge Falmer, London; Stein, L.A., (2003) Interactive programming in Java, , http://www.cs101.org/ipij/, Retrieved: 28 September, from},
correspondence_address1={Thompson, E.; Department of Information Systems, Private Box 756, Wellington, New Zealand; email: E.L.Thompson@massey.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Laxer200615,
author={Laxer, C. and Fuller, U. and Goold, A. and Young, A.},
title={Facilitating global computing education through study abroad and collaborative projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={15-16},
note={cited By 1; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869060795&partnerID=40&md5=a3c7285a354f4cea885666b2ed3866a1},
affiliation={Department of Computer Science and Software Engineering, Rose-Hulman Institute of Technology, Terre Haute, IN, United States; Department of Computer Science, University of Kent, Canterbury, United Kingdom; School of Information Technology, Deakin University, Melbourne, Australia; School of Computing and Information Technology Unitec New Zealand, Auckland, New Zealand},
abstract={This panel. presents the results of the ITiCSE 2005 working group on facilitating student learning through study abroad and international projects. It discusses ways of adding international experiences to student learning, barriers to international learning, and how to do more. Dialogue with the attendees will broaden the discussion. © 2006.},
keywords={Collaborative projects;  International experiences;  Study abroad},
keywords={Collaborative projects;  Global computing;  International experiences;  International projects;  Student learning;  Study abroad;  Working groups, Students},
correspondence_address1={Laxer, C.; Department of Computer Science and Software Engineering, , Terre Haute, IN, United States; email: laxer@rose-hulman.edu},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Finegan200663,
author={Finegan, A. and Tutty, J. and White, B.},
title={Information technology online: A knowledge framework for curriculum externalisation},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={63-69},
note={cited By 0; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869032801&partnerID=40&md5=135a45cfdd06739c69d49ba33b3ee736},
affiliation={School of Information Technology, Charles Darwin University, Darwin 0909, NT, Australia},
abstract={Faced with increasing competition for students and funds, Australian universities hope that innovative technologies will provide the capability to offer flexible learning pathways that meet the needs of current and future students. However, the application of such technologies to develop an IT (information technology) degree for online external delivery is a difficult and complex process with both technological and human dimensions. Adopting a knowledge framework and a systems thinking approach can help IT educators to better appreciate the significance of their efforts to date, and give direction to future initiatives. This framework and approach is presented in this study as a stakeholder analysis that identifies the key actors, together with their viewpoints and perceptions that influence the outcome of curriculum externalisation projects. © 2006, Australian Computer Society, Inc.},
keywords={Flexible course delivery;  Knowledge management;  Online learning;  Soft systems methodology;  Stakeholder analysis},
keywords={Complex Processes;  Course delivery;  Human dimensions;  Innovative technology;  Key Actors;  Knowledge frameworks;  Learning pathway;  Online learning;  Soft systems methodology;  Stakeholder analysis;  Systems thinking, Curricula;  Knowledge management;  Online systems;  Students, Information technology},
references={Ballard, G., Managing work flow on design projects: a case study (2002) Engineering Construction and Architectural Management, 93, pp. 284-291; Barry, M., Fourie McIntosh, C., Wicked problems, soft systems and cadastral systems in periods of uncertainty (2001) Proceedings of CONSAS, , Cape Town, South Africa, 12-14 March; Bawden, D., The shifting terminologies of information (2001) Aslib Proceedings, 53 (3), pp. 93-98; Brown, M.M., Brudney, J.L., Learning Organizations in the Public Sector? A study of police agencies employing information and technology to advance knowledge" (2003) Public Administration Review, 63 (1), pp. 30-43; Bryson, J.M., Cunningham, G.L., Lokkesmoe, K.J., What to do when stakeholders matter: The case of problem formulation for the African American men project of Hennepin County, Minnesota (2002) Public Administration Review, 62 (5), pp. 568-584; Buckingham Shum, S., Representing Hard-to-Formalise, Contextualised, Multidisciplinary, Organisational Knowledge (1997) AAAI Spring Symposium on Artificial Intelligence in Knowledge Management, p. 12. , Stanford University, Palo Alto, CA, Mar. 24-26, 1997; Cacioppe, R., Creating spirit at work: revisioning organization development and leadership - Part 11 (2000) Leadership and Organization Development Journal, 21 (2), pp. 110-119; Checkland, P.B., Scholes, J., (1990) Soft Systems Methodology in Action, , Chichester: John Wiley and Sons; Checkland, P.B., (1999) Systems Thinking, Systems Practice, , Chichester: John Wiley and Sons; Cooper, L., On-Line Courses: Tips for Making them Work (2000) Journal of Instructional Science and Technology, 3 (3); Courtney, J.F., Decision making and knowledge management in inquiring organizations: toward a new decision-making paradigm for DSS (2001) Decision Support Systems, 31, pp. 17-38; Egbu, C., Botterill, K., Bates, M., The influence of knowledge management and intellectual capital on organisational innovations (2001) Proceedings of the 17th Annual Conference of the Association of Researchers in Construction Management (ARCOM), pp. 186-196. , University of Salford, UK, 5-7 September 2001; Elliman, T., Orange, G., Electronic commerce to support construction design and supply-chain management: a research note (2000) International Journal of Physical Distribution and Logistics Management, 30 (3-4), pp. 345-360; Finegan, A., Soft Systems Methodology: An Alternative Approach to Knowledge Elicitation in Complex and Poorly Defined Systems (1994) Complexity International, Paper ID: finega01, [Electronic Journal], 1, p. 9. , http://journalci.csse.monash.edu.au/ci/vol01/finega01/html; Gao, F., Li, M., Nakamori, Y., Systems thinking on knowledge and its management: systems methodology for knowledge management (2002) Journal of Knowledge Management, 6 (1), pp. 7-17; Gibson, J., Evaluation of a Trial of Internet Teaching in TAFE NSW (1997) AusWeb 97 Conference, , Lismore, Australia; Green, S.D., A participative research strategy for propagating soft methodologies in value mangement practice (1999) Construction Management and Economics, 17 (3), pp. 329-340; Gustafsson, C., From concept to norm - an explorative study of office design management from an organizational perspective (2002) Facilities, 20 (13), pp. 423-431; Kidd, J.B., Discovering inter-cultural perceptual differences in MNEs (2001) Journal of Managerial Psychology, 16 (2), pp. 106-126; Lach, D., List, P., Steel, B., Shindler, B., Advocacy and credibility of ecological scientists in resource decisionmaking: a regional study (2003) BioScience, 53 (2), pp. 170-178; Lang, J.C., Managerial concerns in knowledge management (2001) Journal of Knowledge Management, 5 (1), pp. 43-57; Lang, J.C., Managing in knowledge-based competition (2001) Journal of Organizational Change Management, 14 (6), pp. 539-553; Malhotra, Y., Deciphering the knowledge management hype (1998) Journal for Quality and Participation, pp. 58-60. , July/August; McHenry, W.K., Using knowledge management to reform the Russian Criminal Procedural Codex (2002) Decision Support Systems, 34, pp. 339-357; MacKinlay, K., (1999) Planning to Use E-mail to Support the Learning Process?, , http://www.edfac.unimelb.edu.au/online-ed/, Retrieved September 6, 1999; Morris, E., Zuluaga, C., Atkinson, L., An evaluation of IT courses delivered via a range of mixed modes (2004) ASCILITE 2004, , Perth; Neal, R.A., Project definition: the soft-systems approach (1995) International Journal of Project Management, 13 (1), pp. 5-9; Pollacis, L., Simpson, C., Web-based Delivery of Information Technology Courses (2000) Journal of Educational Technology Systesms, 29 (1); Phipps, R., Merisotis, J., What's the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education (1999) The Institute for Higher Education Policy, , Washington DC; Rose, J., Interaction, transformation and information systems development - an extended application of Soft Systems Methodology (2001) Information Technology and People, 15 (3), pp. 242-268; Savage, G.T., Nix, T.W., Whitehead, C.J., Blair, J.D., Strategies for assessing and managing organizational stakeholders (1991) Academy of Management Executive, 5 (2), pp. 61-75; Schelin, E., Smarte, G., Recognizing the Champions (2002) E-Learning, 3 (4), pp. 12-19; Schmitz, J., Whitworth, K., Collaborative self-assessment in the Academy: coping with structural blockages to self-discovery (2002) Communication Education, 51 (2), pp. 134-151; Sims, R., Interactivity on stage: strategies for learner-designer communication (1999) Australian Journal of Educational Technology, 15 (3), pp. 257-272; Staker, R., Knowledge based soft systems engineering for military systems of systems (2000) Proceedings of SETE2000 Systems Engineering Test and Evaluation Conference, p. 9. , Brisbane, Australia, 15-17 November, 2000; Tiwana, A., Ramesh, B., A design knowledge management system to support collaborative information product evolution (2001) Decision Support Systems, 31, pp. 241-262; Venters, W., Cushman, M., Cornford, T., Creating Knowledge for Sustainability: Using SSM for Describing Knowledge Environments and Conceptualising Technological Interventions (2002) Organisational Knowledge Learning and Competencies Conference, p. 11. , Athens, April 2002; Venters, W., Cornford, T., Cushman, M., Mitev, N., A prologue for knowledge management: The case of sustainable construction practice (2002) CSAND Working Paper, p. 16. , Department of Information Systems, London School of Economics; Vickers, G., (1968) Value Systems and Social Process, , London, Penguin Books; Waddock, S.A., Walsh, M., Paradigm shift: towards a community-university community of practice (1999) The International Journal of Organizational Analysis, 7 (3), pp. 244-264; Walker, D.H.T., Finegan, A., Maqsood, T., Using a soft systems methodology approach to knowledge elicitation: an Australian case study (2003) Knowledge Construction: Joint International Symposium of CIB Working Commissions, p. 12. , Singapore, 22-24 October 2003; Warner, D., Christie, G., (1999) Distance Learning: the Dispositions of Students and Perceptions of Colleges and Employers to Self Directed Learning and New Learning Technologies, , Educational Multimedia/Hypermedia and Telecommunications, Seattle, Washington, USA; Yeoman, I., Sparrow, J., McGunnigle, F., Accessing knowledge at British Airways: the impact of soft OR (2000) Journal of Organizational Change Management, 13 (2), pp. 121-139; Yolles, M., Organisations, complexity, and viable knowledge management (2000) Kybernetes, 29 (9-10), pp. 1202-1222},
correspondence_address1={Finegan, A.; School of Information Technology, , Darwin 0909, NT, Australia; email: andrew.finegan@cdu.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Moffat2005229,
author={Moffat, A. and Hughes, B. and Søndergaard, H. and Gruba, P.},
title={Making connections: First year transition for computer science and software engineering students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={229-238},
note={cited By 1; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873496175&partnerID=40&md5=4f553d1a30e8ed9f0f60bfbedc04646c},
affiliation={Department of Computer Science and Software Engineering, The University of Melbourne, VIC 3010, Australia},
abstract={During the last decade, an increasing emphasis has been placed on the need for carefully planned transition programs to help first-year students integrate into university. In this paper we critically examine our experiences in designing and running successive transition programs for Computer Science and Software Engineering students. Over the last three years we have trialled several models. At present, our program requires all entering students to be enrolled in a transition subject, "Making Connections", which runs for half a semester. The subject, led by designated academic staff, serves as a forum for students to learn about each other, the department and the university. The program includes a computer-based language and study skills assessment component, including self-assessment tasks. Students can extend the subject by taking academic skills workshops run by the university's student support services. We have found compulsion to be a useful facilitator of student engagement, and the addition of an objective assessment task has been beneficial. © 2005, Australian Computer Society, Inc.},
keywords={Academic staff;  First year;  First year students;  Objective assessment;  Self-assessment;  Software engineering students;  Student engagement;  Study skills;  Successive transitions;  Support services, Education computing;  Software engineering, Students},
references={Angelo, T., Cross, P., Classroom Assessment Techniques (1993) Jossey-Bass; (2004), http://scaleplus.law.gov.au/html/pasteact/3/3633/top.htm, Australian Government (2003), 'Higher Education Support Act'. Attorney-General's Department; Dalziel, J., Peat, M., Academic performance during student transition to university studies, in 'Proc. Third Pacific Rim First Year in Higher Education Conf (1998) Strategies for Success in Transition Years; (1999), DETYA Transition from secondary to tertiary: A performance study, Technical Report 36, Department of Education, Training and Youth Affairs, Canberra, Australia; Edwards, H., The relevance of English language proficiency scores to the academic success of international students in a regional university 1990-1993 (1995) Proc. Inaugural Pacific Rim First Year Experience Conf, , Travelling through Transition; Elliott, J., Voluntary study skills seminars: Why they miss the target (1995) Proc. Inaugural Pacific Rim First Year Experience Conf.: Travelling through Transition; Gunn-Lewis, J., English entry levels and academic success (2000) Proc. Fourth Pacific Rim First Year in Higher Education Conf; Levy, S., Murray, J., The transition of at risk students: Strategies for success, in 'Proc (2003) Seventh Pacific Rim First Year in Higher Education Conf; Levy, S., Osborn, M., Plunkett, M., An investigation of international students' academic and social transition requirements (2003) Proc. Seventh Pacific Rim First Year in Higher Education Conf; Little, D., Devitt, S., Singleton, D., The communicative approach and authentic texts (1994) Teaching Modern Languages, pp. 43-47. , Routledge, London; McInnis, C., James, R., First Year on Campus: Diversity in the Initial Experiences of Australian Undergraduates, Australian Government Publishing Service (1995), A report commissioned by the Committee for the Advancement of University Teaching (CAUT), Australia; McInnis, C., James, R., Hartley, R., Trends in the First Year Experience in Australian Universities, Department of Education (2000), Training, and Youth Affairs, Australia; Nicholson, N., The transition cycle: A conceptual framework for the analysis of change and human resource management, in 'Personal and Human Resources Management (1987), 5. , JAI Press, Greenwich, Connecticut; Pearson, M., Roberts, P., O'Shea, C., Lupton, M., An inclusive approach to transition in a research-led university, in 'Proc (2000) Fourth Pacific Rim First Year in Higher Education Conf; Ramsden, P., Learning to Teach in Higher Education (2003), second edn, RoutledgeFalmer; Upcraft, M.L., Gardner, J.N., Barefoot, B.O., Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College (2005) Jossey-Bass; Ward-Roof, J.A., Hatch, C., Designing Successful Transitions: A Guide for Orienting Students to College (2003), University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Monograph 13, second edn},
correspondence_address1={Moffat, A.; Department of Computer Science and Software Engineering, , VIC 3010, Australia; email: alistair@cs.mu.oz.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hawking2000129,
author={Hawking, P. and McCarthy, B.},
title={Industry collaboration: A practical approach for ERP education},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={129-133},
doi={10.1145/359369.359387},
note={cited By 16; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983355322&doi=10.1145%2f359369.359387&partnerID=40&md5=e78acec9b1d51b93d444937ccd84dc23},
affiliation={School of Information Systems, Victoria University, Melbourne, Australia},
abstract={Enterprise Resource Planning (ERF) systems are large information systems mat make possible the efficient flow of information between all functions within a business. ERP sales represent an important component of business spending in information systems infrastructure. Implementing an ERP system is a costly and tune-consuming task and these costs are due mainly to the short supply of professionals with ERP skills. ERP vendors, such as SAP, have formed university alliances in an attempt to address this skills shortage. Many of these universities are grasping how best to incorporate ERP systems into their curriculum. This paper discusses the use of industry-based projects in curriculum and the benefits they can provide to industry, university and students. © 2000 ACM.},
keywords={Curricula;  Education;  Information systems, ERP system;  Industry based;  Industry collaboration;  Short supply, Enterprise resource planning},
references={(1998) Defining Enterprise Resource Planning; Becerra-Fernandez, I., Murphy, K.E., Simon, S.J., Enteiprise resource planning: Integrating ERP in the business school curriculum (2000) Communications of the ACM, 43 (4), pp. 39-41. , April; Davenport, T.H., Putting the Enterprise into the Enterprise System (1998) Harvard Business Review, pp. 121-131. , July-August; Hawking, P., (1999) The Teaching of Enteiprise Resource Planning Systems (Sap R/3) in Australian Universities in Proceedings of 9th Pan Pacific Conference, , 31 May-2 June, Fiji; Hawking, P., Shackleton, P., Ramp, A., (1999) IS'97 Model Curriculum and Enteiprise Resource Planning Systems in Proceedings 3rd Annual SAP Asia Pacific Institute of Higher Learning Forum: Maximizing the Synergy between Teaching, Research and Business, , 1-2 November, Singapore; (1999) Hot Technology Study: Scarcity of IT Professionals Means Big Pay Raises, , http.//www.hewittcom/compsurveys; Lidtke Doris, K., Gordon, E., Haines, S.J., Mulder, M.C., (1999) ISCC'99, An Information Systems-Centric Curriculum∗99 Program Guidelines, , http://www.iscc.uTiomaha.edu/rMePage.html; Migration to Australia - Skilled Migration, Migration Occupations in Demand List (MODL), , http-V/www.imrm.gov.au/allforms/modl.htm; Richardson, B., (1997) A New Enterprise Backbone, , Manufacturing Systems [MFS] , . 14(4 (April)); (2000) SAP Corporate Profile, , URLhttp://www.SAP.com; Stewart, G., Rosemarm, M., (1999) Developing Industry Strength University Education in Enterprise Resource Management Through International Collaborative Efforts Institute of Higher Learning Forum Sapphire Singapore, , 1-3 November; Torsten, B., ERP market will reach $52 billion by 2002, AMR says (1998) InfoWorld Electric, , August; Watson, E., Schneider, H., Using ERP Systems in Education (1999) Communication of the Association for Information Systems, 1 (9)},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Poon2000195,
author={Poon, J.},
title={Java meets teletubbies: An interaction between program codes and physical props},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={195-202},
doi={10.1145/359369.359398},
note={cited By 1; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-37849026723&doi=10.1145%2f359369.359398&partnerID=40&md5=c1b0f82b5d09571483c9c3fcf4ab05b1},
affiliation={Information Environments Program, School of CSEE, University of Queensland, Australia},
abstract={Teaching students a computer language is not just about teaching them the syntax of a language. It is the underlying concepts behind the language features that are important In out School, Java is offered as an introductory subject and is becoming the official language for all our I.T. students. Due to the diversity of students in the first year, it is a challenge to bring all these students to the same level of understanding in some of the abstract theories. It is especially hard when some of the issues are not popular in the physical world. Having said that, our understanding of the environment comes from our interaction with the physical objects around us. We are accustomed to use these concrete items to help comprehend and develop more advanced knowledge. Hence, it is hypothesed that the use of physical props in teaching programming language is beneficial to students in constructing mental models of the abstract programming concepts. The mental model allows them to simulate and to experiment relevant issues without the actual coding. An experiment was designed to interplay the program codes in both the real world and the virtual environment This approach proved to be very effective to facilitate students in building mental models during the learning process. © 2000 ACM.},
keywords={Codes (symbols);  Cognitive systems;  Computation theory;  Computer software;  Education;  Education computing;  Students;  Virtual reality, Abstract theory;  Language features;  Learning process;  Official languages;  Physical objects;  Physical world;  Programming concepts;  Teaching programming, Java programming language},
references={Astrachan, O., Concrete Teaching: Hooks and Props as Instructional Technology (1998) 6th Annual Conference on the Teaching of Computing, pp. 21-23. , Dublin City University, Ireland: ACM; Barrett, M.L., Simulating Requirements Gathering (1997) 28th SIGCSE Technical Symposium on Computer Science Education, , ACM; Brereton, M., McGarry, B., An Observational Study of How Objects Support Engineering Design Thinking and Communication: Implications for the Design of Tangible Media (2000) Proceedings of CHI 2000 Conference Onf Human Factors in Computing Systems, pp. 217-224. , The Hague Netherlands: ACM Press; Dershem, H.L., Vanderhyde, J., Java Class Visualization for Teaching Object-Oriented Concepts (1998) Proceedings of the 29th SIGCSE Technical Symposium on Computer Science Education, pp. 53-57. , Atlanta, GA USA: ACM; Naps, T.L., Chan, E.E., Using Visualization to Teach Parallel Algorithms (1999) 30th SIGCSE Technical Symposium on Computer Science Education, pp. 232-236. , New Orleans, LA USA: ACM; Papert, S., (1980) Mindstorms: Children Computers and Powerful Ideas, , NY: Basic Books; Shifroni, E., Ginat, D., Simulation Game for Teaching Communication Protocols (1997) 28th SIGCSE Technical Symposium on Computer Science Education, pp. 184-188. , ACM; Trahan, R., Rodger, S., Simulation and Visualization Tools for Teaching Parallel Merge Sort (1993) 24th SIGCSE Technical Symposium on Computer Science Education, , ACM; Wu, C.-C., Dale, K.B., Bethe, L.J., Concept Models and Cognitive Learning Styles in Teaching Recursion (1998) Proceedings of SIGCSE, , Atlanta, GA},
correspondence_address1={Poon, J.; Information Environments Program, Australia; email: josiah@csee.ug.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Gonsalvez2000116,
author={Gonsalvez, C. and Atchison, M.},
title={Implementing studios for experiential learning},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={116-123},
doi={10.1145/359369.359385},
note={cited By 4; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042659662&doi=10.1145%2f359369.359385&partnerID=40&md5=e53683c351c733400ccfb9f2a7a249d9},
affiliation={School of Information Management and Systems, Monash University, Australia},
abstract={This paper summarises some of the key issues arising from the implementation of studio-based teaching in two IT-based undergraduate courses. The studios aim to provide students with experiential learning, in which they can 'learn by doing'. They are based on a model of studio teaching advocated by Schon. The paper describes a wide variety of ideas which have been tried in the studios, and discusses student and staff responses. It indicates some of the lessons which have been learned, and identifies the key issues which need to be addressed when implementing studio teaching. © 2000 ACM.},
keywords={Education computing;  Students;  Studios;  Teaching, Experiential learning;  Key Issues;  Undergraduate Courses, Education},
references={Arnott, D., Atchison, M., Professional Engagement Information Systems Education: Background, Critique and Directions for the Future in Proceedings of LSECON '97, (October), , Orlando, Florida, USA; Berghmd, A., Daniels, M., Almstrum, V.L., (1997) A Smorgasboard of Pedagogical Dishes in Proceeding OfACSE '97, , July, ACM Press, Melbourne, Australia; Carbone, A., Lynch, K., Armott, D., (2000) Introducing A Studio-based Learning Environment into Information Technology in Proceedings of ASET-HERDSA Conference, , July), Toowoomba, Queensland, Australia; Chase, J.D., Okie, E.G., (2000) Combining Cooperative Learning and Peer Instruction in Introductory Computer Science in Proceeding of SIGCSE 2000, , March, ACM Press, Austin, Texas, USA; Cope, C., Horan, P., (1998) Toward An Understanding of Teaching and Learning about Information Systems in Proceeding of ACSE 98, , July, ACM Press, Brisbane, Queensland, Australia; Fekete, A., Greening, T., Kingston, J., (1998) Conveying Technical Content in A Curriculum Using Problem Based Learning in Proceeding of ACSE '98, , July, ACM Press, Brisbane, Queensland, Australia; Fekete, A., (2000) Supporting Reflection in Introductory Computer Science in in Proceeding of SIGCSE 2000, , March, ACM Press, Austin, Texas, USA; Grundy, J.C., (1997) A Comparative Analysis of Design Principles for Project-based IT Courses in Proceeding OfACSE '97, , July, ACM Press, Melbourne, Australia; Henry, S., (1999) Using Software Development Teams in A Classroom Environment Panel Discussion in Proceeding of SIGCSE 1999, , March, ACM Press, New Orleans, Louisiana, USA; Lister, B.C., (1998) Interactive Distance Learning: The Virtual Studio Classroom in Proceedings of Third International IEEE Conference on Multimedia, Engineering and Education, , Hong Kong; Moses, L., Fincher, S., Caristi, J., (2000) Teams Work Panel Discussion in Proceeding of SIGCSE 2000, , March, ACM Press, Austin, Texas, USA; Rodrigues, C., Atchison, M., (1996) A Case-study Based Approach to Assessment of Systems Design and Implementation in Proceedings of ACSE '96, , July, ACM Press, Sydney, Australia; Schon, D.A., (1987) Educating the Reflective Practitioner, , London, Jossey-Bass; Stevens, K.T., (2000) Using Large Projects in A Computer Science Curriculum Panel Discussion in Proceeding of SIGCSE 2000, , March, ACM Press, Austin, Texas, USA; Villarreal, E.E., Butler, D., (1998) Giving Computer Science Students A Real-World Experience in Proceeding of SIGCSE '98, , March, ACM Press, Atlanta, Georgia, USA; Whiddett, R.J., Handy, J.A., Pastor, J.L., (1997) Cross-Sectional Case Studies: Integrating Case Studies and Projects in I.S. Management Education in Proceeding of ACSE '97, , July, ACM Press, Melbourne, Australia; Wilkins, D.E., Lawhead, P.B., (2000) Evaluating Individuals in Team Projects in Proceeding of SIGCSE 2000, , March, ACM Press, Austin, Texas, USA},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Box200012,
author={Box, R. and Whitelaw, M.},
title={Experiences when migrating from structured analysis to object-oriented modelling},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={12-18},
doi={10.1145/359369.359372},
note={cited By 6; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-1342318664&doi=10.1145%2f359369.359372&partnerID=40&md5=06329acfc9b14b37bb2fea9906d6ce1d},
affiliation={School of Information Studies, Charles Sturt University, Locked Bag 675, Wagga, 2678, Australia},
abstract={Students' learning difficulties in object-oriented technology are examined from the perspective of Constructivist Learning Theory. It is shown that more abstract types of learning are required by the student for object-oriented technology than for structured technology. An introductory subject in object-oriented modelling of user applications is described which uses object diagrams and concept maps to assist students to learn to perform abstractions. © 2000 ACM.},
keywords={Abstraction;  Constructivist learning theory;  Learning difficulties;  Object diagram Concept map;  Object-oriented modelling},
keywords={Abstracting;  Computation theory;  Engineering education;  Markup languages;  Students, Abstraction;  Concept maps;  Constructivist learning theory;  Learning difficulties;  Object oriented modelling, Education},
references={Ausubel, D.P., Novak, J.D., Hanesian, H., (1978) Educational Psychology: A Cognitive View (2nd E&), , New York, USA: Holt, Rinehart, and Winston; Baggert, D.J., An effective introduction to OOA/OOD using a pedagogical pattern (1998) Proc, Educators' Symposium, Conference on Object-Oriented Programming, Systems, Languages, and Applications; Barrett, M.X., What should we teach about object oriented modelling and design (1998) Proc. Educators'Symposium, Conference on Object-Oriented Programming, Systems, Languages, and Applications; Beck, K., Cunningham, W., A Laboratory for teaching Object-Oriented Thinking (1989) OOPSLA 89 Proceedings, pp. 1-6; Bodner, G.M., Constructivism: A theory of knowledge (1986) Journal of Chemical Education, 55 (10), pp. 873-878; Bonar, J., Soloway, E., Preprogramming knowledge: A major source of misconceptions in novice programmers (1989) Studying the Novice Programmer, pp. 325-353. , In E. Soloway, & J. CSpohrer, (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Budd, T., (1991) An Introduction to Object-oriented Programming, , Reading, MA: Addison-Wesley; Byrne, B., Carroll, M., Learning artificial orthographies: Further evidence of a nonanalytic aquisition procedure (1989) Memory and Cognition, 17 (3), pp. 311-317; Driver, R., Oldham, V., A constructivist approach to curriculum development in science (1986) Studies in Science Education, 13, pp. 105-122; Farrah, M.J., Hammond, K.M., Levine, D.N., Calvanio, R., Visual and spatial mental imagery: Dissociable systems of representation (1988) Cognitive Psychology, 20, pp. 439-462; Jordan, E., St Machesky, J.J., (1990) Systems Development: Requirements, Evaluation, Design, and Implementation, , Boston: PWS Publishing; Larman, C., (1998) Applying UML and Patterns, , Prentice Hall; Levine, D.B., Dealing with different levels of abstraction in a data structures course (1993) Proceedings of the Twenty-Fourth SIGCSE Technical Symposium on Computer Science Education - SIGCSE Bulletin, 25 (1), pp. 261-264; Lewicki, P., Hill, T., Bizot, E., Acquisition of procedural knowledge about a pattern of stimuli mat cannot be articulated (1988) Cognitive Psychology, 20 (1), pp. 24-37; Medin, D.X., Smith, E.E., Strategies and Classification Learning (1981) Journal of Experimental Psychology: Human Learning and Memory, 7 (4), pp. 241-253; Moore, T.K., Rich, A.G., Wick, M.R., Scientific investigation in a breadth-first approach to introductory computer science (1993) Proceedings of the Twenty-Fourth SIGCSE Technical Symposium on Computer Science Education - SIGCSE Bulletin, 25 (1), pp. 63-67; Novak, J.D., An Alternative to Piagetian Psychology for Science and Mathematics Education (1978) Studies in Science Education, 5, pp. 1-30; Palmer, S.E., Common region: A new principle of perceptual grouping (1992) Cognitive Psychology, 24 (3), pp. 436-447; Paxton, J.T., Ross, R.J., Starkey, J.B., An integrated, breadth-first computer science curriculum based on computing curricula 1991 (1993) Proceedings of the Twenty-Fourth SIGCSE Technical Symposium on Computer Science Education - SIGCSE Bulletin, 25 (1), pp. 68-72; Ramalingam, V., Wiedenbeck, S., An empirical study of novice program comprehension in the imperative and object-oriented styles (1997) Seventh Workshop on Empirical Studies of Programmers, pp. 123-139; Reid, R.J., Object-Oriented Programming in C++ (1991) SICCSE Bulletin, 23 (2), pp. 9-14; Rips, L.J., Collins, A., Categories and resemblance (1993) Journal of Experimental Psychology: General, 122 (4), pp. 468-486; Satzinger, J.W., Orvik, T.U., (1996) The Object-Oriented Approach Boyd & Fraser; Spohrer, J.C., Soloway, E., Pope, Novice mistakes: Are the folk wisdoms correct? (1989) Studying the Novice Programmer, pp. 401-416. , In £. Soloway, & J. C. Spohrer (Eds), Hillsdale, NJ: Lawrence Erlbaum Associates; Tversky, A., Features of similarity (1988) Readings in Cognitive Science: A Perspective from Psychology and Artificical Intelligence, , In A. Collins, & E. E. Smith. (Eds.), San Mayeo, CA: Morgan Kaufmann; Woodman, M., Robinson, H., Griffiths, R., Holland, S., (1998) Proc. Educators'Symposium, Conference on Object-Oriented Programming, Systems, Languages, and Applications; Yantis, S., Multielement visual tracking: Attention and perceptual organisation (1992) Cognitive Psychology, 24 (3), pp. 295-340},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Warren199848,
author={Warren, J.R.},
title={Investigation of tutorials in a core computing subject},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={48-54},
doi={10.1145/289393.289402},
note={cited By 0; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029581206&doi=10.1145%2f289393.289402&partnerID=40&md5=9783fad161837ee7d5ef1f6b847a17e5},
affiliation={Advanced Computing Research Centre, University of South Australia, Mawson Lakes, SA  5095, Australia},
abstract={Tutorials for large subjects entail a considerable investment of teaching resources. What are we trying to accomplish in this enterprise? Students in a second-year core computing subject, Information Systems 3 (IS3), were surveyed to determine their perceptions and desires regarding the tutorial component of the subject. Survey results were matched to final exam score. Students' level of participation in the tutorial was the most significant factor in determining outcome on the exam. There was a significant negative effect on exam outcome for those who firstly wanted Answers to Exercises from the tutorials. Students mostly felt they were getting answers to exercises and there was an unfulfilled desire for more explanation of lecture material. Computer-based learning may be a cost effective way to deliver improved tutoring but only if the computer-based systems can perform as true "intelligent" tutoring systems (ITS) and accomplish explanation of material, not just drill-And-practice or on-line answers. © 1998 ACM.},
keywords={Cost effectiveness;  Education;  Education computing;  Intelligent vehicle highway systems;  Students;  Surveys, Computer-based learning;  Computer-based system;  Cost effective;  Lecture materials;  Teaching resources;  Tutoring system, Teaching},
references={Anderson, J., Conrad, F., Corbett, A., Skill acquisition and the LISP tutor (1989) Cognitive Science, 13, pp. 467-505; Brady, L., (1985) Models and Methods of Teaching, , Prentice-Hall; Brown, G., (1975) Micro Tteaching: A Programme of Teaching Skills, , G., Methuen Co. Ltd; Cole, P., Chan, L., (1994) Teaching Principles and Practice, , Prentice-Hall; Fuszard, B., (1989) Innovative Teaching Strategies in Nursing, , Aspen Publishers, Inc; Keefe, J., (1987) Learning Style: Theory and Practice, , National Assocation of Secondary School Principles; Li, K.-W., Warren, J., Support for multiple teaching strategies in intelligent learning environments (1998) Proceedings of the Australian Computers in Education Conference, , Adelaide, July; Woods, P., Warren, J., An architecture for a rapidly prototyped intelligent tutoring system with a sound pedagogical design (1997) Proceedings of the International Conference on Computers in Education (ICCE97), pp. 205-211. , Sarawak, Malaysia, December},
correspondence_address1={Warren, J.R.; Advanced Computing Research Centre, Australia; email: warren@cis.unisa.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Allen1998165,
author={Allen, R.K. and Bluff, K. and Oppenheim, A.B.},
title={Jumping into Java: Object-oriented software development for the masses},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={165-172},
doi={10.1145/289393.289417},
note={cited By 4; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964441285&doi=10.1145%2f289393.289417&partnerID=40&md5=721ac5844256da8b2f0476e8a82e4c96},
affiliation={School of Information Technology, Swinburne University of Technology, Hawthorn, VIC  3122, Australia},
abstract={This paper describes the development and first presentation in March, 1997 of a subject employing the object-oriented paradigm and the Java language as an entry level subject to a very large and diverse student body. The structure and content are described, problems highlighted and future directions outlined. Some of the educational and practical decisions that had to be made are discussed. © 1998 ACM.},
keywords={Computer software;  Education computing;  Java programming language;  Software design, Java language;  Object oriented paradigm;  Object oriented software development;  To a very large, Object oriented programming},
references={Beck, K., Cunningham, W.A., A laboratory for teaching object-oriented programming (1989) Proceedings of the 1989 OOPSLA Conference on Object- Oriented Programming Systems, pp. 1-6. , Languages and Applications, ACM; Bellin, D., Simone, S.S., (1997) The CRC Card Book, , Addison-Wesley, Reading, Mass; Bishop, J., (1997) Java Gently, , Addison-Wesley, Harlow, England; Bishop, J.M., A philosophy of teaching Java as a first teaching language (1997) ACM SIGCUE Conference on Integrating Technology into Computer Science Education, , http://www.cs.up.ac.za/jaragendy/JGPapers, Poster presentation at, Uppsala, Sweden; Booch, G., (1987) Software Engineering with Ada, , second edition. Benjamin/Cummings, Menlo Park, CA; Campione, M., Walrath, K., (1996) The Java Tutorial: Object-Oriented Programming for the Internet, , Addison-Wesley, Reading MA; Culwin, F., (1997) Editorial - Joining Java?, , http://www2.ulsLac.uk/misc/monitor8, CI7 Computing: Monitor No. 8; Decker, R., (1996) Personal Communication; Decker, R., Hirshfield, S., (1995) The Object Concept: An Introduction to Computer Programming Using C+, , PWS Publishing Company, Boston, MA; Decker, R., Hirshfield, S., (1998) Programming.Java An Introduction to Programming Using Java, , PWS Publishing Company, Boston, MA; Deitel, H.M., Deitel, P.J., (1997) Java How to Program, , Prentice-Hall, Upper Saddle River, NJ; Firesmith, D., Henderson-Sellers, B., Graham, L., (1997) OPEN Modeling Language (OML), , Reference Manual, SIGS, NY; Garside, R., (1997) Teaching Java at Lancaster, , http://www2.ulsLac.uk/misc/monitor8, CTI Computing: Monitor No. 8; Garside, R., Mariani, J., (1998) Java: First Contact, Course Technology, , Cambridge, MA; Grant, D.D., Smith, R., Undergraduate software engineering -An innovative degree at swinburne (1992) The Australian Computer Journal, 24 (3); Henderson-Sellers, B., Edwards, J., (1994) Booktwo of object-oriented knowledge: The working object, , Prentice Hall, Sydney; Horstmann, C.S., Cornell, G., (1997) Core Java 1.1, 1. , Fundamentals, Sun Microsystems Press, Mountain View, CA; King, K.N., The case for Java as a first language (1997) 35th Annual ACM Southeast Conference, , http://www.gsu.edu/~malknk/java/reg97, Presented at the; Kolling, M., Rosenberg, J., Blue -A language for teaching object-oriented programming (1996) Proceedings of the 27th SIGCSE Technical Symposium on Computer Science Education, pp. 190-194; Levwis, J., Loftus, W., (1998) Java Software Solutions Foundations of Program Design, , Addison-Wesley, Reading, MA; McLaughlin, P., (1997) Oh, by the Way, Java is Object Oriented, , http://www2.ulsLac.uk/misc/monitor8, CTI Computing: Monitor No. 8; NIemeyer, P., Peck, J.J., (1996) Exploring Java, , O'Reilly & Associates, Sebastopol, CA; Rumbaugh, J., Blaha, M., Premerlani, W., Eddy, F., Lorensen, W., (1991) Object-oriented Modeling and Design, , Prentice Hall, Englewood Cliffs, NJ; Turk, M., Introducing object orientation to experienced procedural programmers (1997) Proceedings of the Second Australian Conference on Computer Science Education, , ACM; (1997) UML Notation Guide, Rational Software Corp, , http.www.ratfonaI.com/uml/html/riotation; Wallace, C., Martin, P., Lang, B., (1997) Not Whether Java but How Java, , http://www2.ulsLac.uk/misc/monitor8, CTI Computing: Monitor No. 8; Wilkerson, N.M., (1995) Using CRC Cards, , SIGS, NY; Wirfs-Brock, R., Wilkerson, B., Wiener, L., (1990) Designing Object-Oriented Software, , Prentice Hall, Englewood Cliffs, NJ},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cifuentes199819,
author={Cifuentes, C. and Fitzgerald, A.},
title={Introducing a legal strand in the computer science curriculum},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={19-26},
doi={10.1145/289393.289398},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858275254&doi=10.1145%2f289393.289398&partnerID=40&md5=44810142439ba07c86223534c7906ec4},
affiliation={Department of Computer Science and Electrical Engineering, University of Queensland, Brisbane, QLD  4072, Australia; Law School, Columbia University, New York, NY  10025, United States},
abstract={Computing graduates learn how to develop software and/or databases throughout a computing degree. Young graduates are setting up their own software companies to market their products internationally-Through the Internet, and also work as contractors. Such graduates need to not only be aware of how to protect their software by means of existing intellectual property systems, but also, how to draft a license agreement for their software, what terms can be negotiated in a software contract, and more. In this paper, we describe our experiences with the introduction of intellectual property concepts at the first year level, and the feedback received from students. We also propose a legal strand for the Computer Science curriculum1. Such a strand is of relevance to today's computing professionals and can be implemented in a variety of ways. We describe teaching methods, resources, and implementations that can be used to introduce such a legal strand in the Computer Science curriculum. © 1998 ACM.},
keywords={Contracts;  Copyrights;  Curricula;  Education;  Education computing;  Intellectual property, Computer science curricula;  First year;  License agreements;  Software company;  Software contracts;  Teaching methods, Computer software},
references={(1997) Australian Computer Journal, Special Issue on Ethics and the Internet, , Australian Computer Society Incorporated, Australia, February; (1971) Berne Convention for the Protection of Literary and Artistic Works, , Paris Act; Bradley, W.J., A course in social and ethical issues in computing (1995) Computer Science Education, 6, pp. 113-126; Cifuentes, C., Fitzgerald, A., Copyright in shareware programs distributed on the internet (1997) Australian Computer Journal, 29 (1), pp. 24-30. , February; Copyright Act 1968; (1992) Report on the Discipline Review of Computing Studies and Information Sciences Education, , DEET. Technical report, Department of Employment, Education and Training, Australian Government Publishing Service, March; Simon, Houle, M.E., Social and ethical education in computing using virtual environments (1997) Proceedings of the Second Conference on Computer Science Education, pp. 24-31. , The University of Melbourne, Australia, July, ACM Press; (1993) Innovate Australia, , http://Avwvv.dist.gov.au/events/innovate/index.html; Kay, D.G., A course in computer law Proceedings of the Twenty-Third SIGCSE Technical Symposium on Computer Science Education, pp. 252-254. , Kansas City, Missouri, March ACM Press; Lamp, J., Keen, C., Urquhart, C., Integrating professional skills into the curriculum (1996) Proceedings of the First Conference on Computer Science Education, pp. 309-316. , J. Rosenberg (editor), University of Sydney, Australia, July, ACM Press; Martin, C.D., Huff, C., Gotterbarn, D., Miller, K., Implementing a tenth strand in the CS curriculum (1996) Communications of the ACM, 39 (12), pp. 75-84. , December; The role of intellectual property in innovation (1993) Office of the Chief Scientist, , Department of the Prime Minister and Cabinet, June; Swinson, J., Software patents in the United States (1993) Journal of Law and Information Science, 4 (1), pp. 116-141; Tucker, A.B., Barnes, B.H., Aiken, R.M., A summary of the ACM/IEEE-CS joint curriculum task force report: Computing curricula 1991 (1991) Communications of the ACM, 34 (6), pp. 68-84. , June; United States Patent and Trademark Office, , http://uspto.gov; Webber, D., Software patents: A new era in Australia and the United States? EIPR, 5, p. 181; (1996) WIPO Copyright Treaty, , http://www.wipo.org/eng/diplconf/distrib/94dc.htm, December},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Cockburn1998113,
author={Cockburn, A. and Bell, T.},
title={Extending HCI in the computer science curriculum},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={113-120},
doi={10.1145/289393.289411},
note={cited By 5; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-34548210457&doi=10.1145%2f289393.289411&partnerID=40&md5=7a5612e7517eccaebe1dfa2ebff5b0f3},
affiliation={Department of Computer Science, University of Canterbury, Christchurch, New Zealand},
abstract={This paper discusses the teaching of Human-Computer Interaction (HCI) at opposite ends of the Computer Science course curriculum. We provide tips on course content within final-year HCI courses. These tips focus on interface dialogue notations which are often either ignored or superficially discussed in HCI texts. By teaching these notations through the specification of real interfaces, their value becomes clear and we ease the problems of students viewing HCI as "woolly and vague". We also describe the ways that we are introducing HCI lecture material into our first year Computer Studies service course. The benefits that we hope to gain include the promotion of students' critical insight into the software systems that they learn, and increased confidence through a reduction in the students' tendency to blame themselves for the problems encountered while using software systems.},
keywords={Computer software;  Curricula;  Education;  Education computing;  Students;  Teaching, Computer Science course;  Computer science curricula;  Course contents;  First year;  Human computer interaction (HCI);  Lecture materials;  Software systems, Human computer interaction},
references={Bell, T., An authentic task-based university level computer literacy course (1996) Pre A. First Australian Computer Science Education Conference, p. 295301. , Sydney, Australia, April; Churcher, N., Cockburn, A., An immersion model for software engineering projects (1997) ACM Australasian Computer Science Education Conference'97, pp. 163-169. , Melbourne, Australia. 2-Jt July. pages, ACM Press; Denning, P.J., Comer, D.E., Gries, D., Mulder, M.C., Tucker, A., Turner, A.J., Young, P.R., (1988) Report on the ACM Task Force on the Core of Computer Science, , ACM Press; Dix, A., Finlay, J., Abowd, G., Beale, R., (1993) Human-Computer Interaction, , Prentice Hall; Greenberg, S., Teaching human-computer interaction to programmers (1996) Interactions, 3 (4), pp. 62-76; Hartson, H.R., Siochi, A.C., Hix, D., The UAN: A user-oriented representation for direct manipulation interface designs (1990) ACM Transactions on Office Information Systems, 8 (3), pp. 181-203; Hefley, B., (1992) ACM SIGCHI Curricula for Human-Computer Interaction, , (editor). ACM Press; Hix, D., Teaching a course in human- computer interaction (1990) Computer Science Education, 1 (3), pp. 253-268; Nielsen, J., (1993) Usability Engineering, , Academic Press; Norman, D.A., (1988) The Psychology of Everyday Things, , Basic Books; Perlman, G., Gassen, J., (1994) HCI Education Survey, , http://www.acm.org/sigchi/educhi; Phillips, C., Kemp, E., Towards the integration of software engineering and HCI education: A cross-disciplinary approach (1996) OzCHI'96: The Sixth Australian Conference on Computer-Human Interaction, pp. 145-150. , Hamilton, New Zealand. November 2427; Thimbleby, H., (1990) User Interface Design, , ACM Press, Addison-Wesley},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Biddle199771,
author={Biddle, R. and Tempero, E.},
title={Explaining issues in software reusability via an audio system analogy},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={71-77},
doi={10.1145/299359.299371},
note={cited By 0; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029646483&doi=10.1145%2f299359.299371&partnerID=40&md5=f45b0bbf2c8f7e5b54457ffc3b043f4f},
affiliation={Department of Computer Science, Victoria University of Wellington, Wellington, New Zealand},
abstract={This paper presents a novel way to introduce and explain several key software design concepts: using an analogy between software systems and audio systems. We stress issues involving software reusability, and we find that the combination of such a practical focus, and an analogy based on such a familiar domain, work together well. Our research work involves a conceptual model for better understanding support for reusability, and we also find the audio analogy works well with our model. The paper explains the elements of the analogy in terms of both our model and standard concepts in software design, and shows how the analogy supports reasonable and motivating explanations of these important issues. © 1997 ACM.},
keywords={Audio systems;  Computer software;  Education computing;  Reusability;  Software design, Conceptual model;  Software systems, Computer software reusability},
references={Biddle, R., Tempero, E., Explaining inheritance: A code reusability perspective (1996) Proceedings of the Twenty-Seventh ACM SIGCSE Technical Symposium, , February, Also available as Technical Report CS-TR-95/18; Biddle, R., Tempero, E., Understanding the impact of language features on reusability (1996) Proceedings of the Fourth International Conference on Software Reuse, , Murali Sitaraman, editor, IEEE Computer Society Press, April, Also available as Technical Report CS-TR-95/17; Johnson, R.E., Foote, B., Designing reusable classes (1988) Journal of Object-Oriented Programming, , June/July; Nielsen, J., (1992) Usability Engineering, , Academic Press, New York},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Al-Maati199799,
author={Al-Maati, S.A. and Shoaff, W.D.},
title={Integrating literate programming and cleanroom software engineering to teach software engineering skills},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={99-106},
doi={10.1145/299359.299375},
note={cited By 0; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029615330&doi=10.1145%2f299359.299375&partnerID=40&md5=4e0fc2bf188e8a637a67683b775795dc},
affiliation={Department of Computer Science, Florida Institute of Technology, Melbourne, FL  32901, United States},
abstract={One goal of software engineering instructors is to educate students about principles underlying the various phases of the software life cycle. Instructors work towards preparing and equipping students with knowledge and experience that will accommodate the student's transition from academia to industry. Thus, allowing the students to be an asset to the work force. To accomplish this, we as instructors need to teach students software engineering concepts at an early stage in their computer science education. In this paper, we examine how two successful methodologies, each proposed by a renowned computer scientist, can be integrated to further extend their roles into a tool useful for students in learning good software engineering skills. This integration expands the role of literate programming to several levels higher in the software life cycle and automates the box structure methodology to document the entire specification, design and implementation phases of a software system into a single artifact. © 1997 ACM.},
keywords={Box structures;  Cleanroom software engineering;  Design;  Literate programming;  Requirements;  Software engineering;  Software life cycle;  Specification;  System development;  System modeling},
keywords={Clean rooms;  Computer software;  Design;  Education;  Education computing;  Engineering education;  Laboratories;  Life cycle;  Software engineering;  Specifications, Box structures;  Literate programming;  Requirements;  Software life cycles;  System development;  System modeling, Students},
references={Anthony, R., Raillv Edwin, D., (1993) Encyclopedia of Computer Science, , Van Nostrand Reinhold; (1995) The Mythical Man-month, , Frederick Brooks. Addison-Wesley; Deck, M., Cleanroom and object-oriented engineering: A unique synergy (1996) Eighth Annual Software Technology Conference; Glass, R.L., (1995) Software Creativity, , Prentice Hall; Hevner, A.R., Mills, H.D., Box-structured methods for systems development with objects (1993) IBM Systems Journal, 32 (2), pp. 223-251; Humphrey, W.S., (1995) A Discipline for Software Engineering, , Addison-Wesley; Knuth, D.E., Literate programming (1984) Computer Journal, pp. 97-111; Knuth, D.E., (1986) T&X: The Program, , Addison- Wesley; Knuth, D.E., (1986) The Metafont Book, , Addison- Wesley; Lins, C.A., (1989) Structured Programming, pp. 60-62. , Chapter A first look at literate programming, Springer -Verlag; Mills, H.D., Linger, R.C., Hevner, A.R., (1986) Information Systems Analysis and Design, , Academic Press; Oman, P.W., Cook, C., Typographic style is more than cosmetic (1990) CACM, 33 (5), pp. 506-520. , May},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hussey1997117,
author={Hussey, A. and Leadbetter, D. and Purchase, H.},
title={Learning object-oriented programming in six hours: An experience with school students},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={117-125},
doi={10.1145/299359.299377},
note={cited By 0; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029609996&doi=10.1145%2f299359.299377&partnerID=40&md5=a7f276ac7a4bad821da4e544342019fe},
affiliation={School of Information Technology, University of Queensland, Brisbane, QLD  4072, Australia},
abstract={Teaching object-oriented programming skills in six hours to school students who have either never programmed, or who have never encountered object-oriented programming before, is an ambitious task. Within these time and skill limitations, we devised an educational strategy based on learning through exercises, and trialled it with sixty students who attended a three day vacation school. The observations presented in this paper indicate that it is possible to give novices a worthwhile, enlightening and exciting programming experience within a restricted time period. © 1997 ACM.},
keywords={Education;  Education computing;  Students, Educational strategy;  Encountered objects;  Learning objects;  Programming experience;  School students;  Teaching object-oriented programming;  Time-periods, Object oriented programming},
references={Boud, D., Dunn, J., Hegarty-Hazel, E., (1986) Teaching in Laboratories, , SRHE & NFER-NELSON; Introduction to Programming Fall 1994, , Carleton University. Course summary; Hadgraft, R., Holecek, D., Viewpoint: Towards total quality using problem-based learning (1995) International Journal of Engineering Education, 11 (1), pp. 8-13; Hussey, A., Leadbetter, D., Purchase, H., Smalltalk by Stealth -A Short Course for Computing Novices, pp. 95-365. , Department of Computer Science, The University of Queensland, June; Kaplan, S., Johnson, R., On language choice for the introductory computer science course (1989) Information Processing, 89, pp. 563-568. , G. X. Ritter (editor), Elsevier Science Publishers (North-Holland; Kolmos, A., Reflections on project work and problem-based learning (1996) European Journal of Engineering Education, 21 (2), pp. 141-148; Lalonde, W., Pugh, J., Smalltalk as the first programming language: The Carleton experience (1990) Journal of Object-Oriented Programming, pp. 60-65. , November; Meyer, B., Toward an object-oriented curriculum (1993) Journal of Object-Oriented Programming, pp. 76-81. , May; (1994) VisualWorks User's Guide, , ParcPlace Systems Inc. ParcPlace Systems, Inc; Skublics, S., White, P., Teaching smalltalk as a first programming language (1991) SIGCSE Bulletin, 23 (1), pp. 231-234. , March, 22nd SIGCSE Technical Symposium on Computer Science; Smith, K.A., Cooperative learning: Effective teamwork for engineering classrooms (1995) Frontiers in Education 1995 - Engineering Education for the 21st Century, pp. 13-18. , D. Budny (editor), ETP/Harrison},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Duke199765,
author={Duke, R.},
title={In search of the inverse curriculum},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={65-70},
doi={10.1145/299359.299370},
note={cited By 1; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028944966&doi=10.1145%2f299359.299370&partnerID=40&md5=9602ae16ea1d69c846321a51567496f6},
affiliation={Software Verification Research Centre, School of Information Technology, University of Queensland, Australia},
abstract={It has been argued that a better approach to the initial teaching of programming within software engineering is to start with reuse as the basic concept and take a 'Lego' view of software. Under such a scheme, the first exercises students attempt involve plugging together pre-existing black-box components to construct relatively sophisticated applications, only later moving on to look inside and study the internal details of the components themselves. The final stage is reached when students begin to construct their own pluggable components. This paper reports on an attempt to implement such an 'inverse curriculum' as part of the programming stream of a first-year introductory software engineering subject. © 1997 ACM.},
keywords={Computer software reusability;  Curricula;  Education computing;  Software engineering;  Students, Basic concepts;  Black-box components;  First year;  Teaching-of-programming, Computer software},
references={Beck, K., (1997) Smalltalk Best Practice Patterns, , Prentice Hall; Duke, R., The design of an experiential component for a formal methods computer science subject (1996) 1st Australasian Conference on Computer Science Education (ACSE'96), pp. 111-118. , ACM; Egan, K., Some presuppositions that determine curriculum decisions (1978) Journal of Curriculum Studies, 10 (2), pp. 123-133; Engel, C.E., Not just a method but a way of learning (1991) The Challenge of Problem Based Learning, p. 2333. , Boud and Feletti, editors, London: Kogan Page; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1995) Design Patterns: Elements of Reusable Object-Oriented Software, , Addison Wesley; Hopkins, T., Horan, B., (1995) Smalltalk: An Introduction to Application Development Using Visual Works, , Prentice Hall; Jenkins, A., Gibbs, G., (1992) Teaching Large Classes, , London: Kogan Page; Kaplan, S., Johnson, R., On language choice for the introductory computer science course (1989) Information Processing, 89, pp. 563-568. , G. X. Ritter, editor, Elsevier Science Publishers (North-Holland; Lakoff, G., (1987) Women, Fire, and Dangerous Things, , University of Chicago Press; Lalonde, W., Pugh, J., Smalltalk as the first programming language: The Carleton experience (1990) Journal of Object-Oriented Programming, pp. 60-65. , November; Macfarlane, A.G.J., Supporting the learning process (1994) Annual Conference of European Association of Deans of Science; Meyer, B., Toward an object-oriented curriculum (1993) Journal of Object-Oriented Programming, pp. 76-81. , May; (1994) VisualWorks User's Guide, , ParcPlace Systems Inc. ParcPlace Systems, Inc; Skublics, S., White, P., Teaching smalltalk as a first programming language (1991) SIGCSE Bulletin, 23 (1), pp. 231-234. , March, 22nd SIGCSE Technical Symposium on Computer Science},
correspondence_address1={Duke, R.; Software Verification Research Centre, Australia; email: rduke@it.uq.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Bromley1997207,
author={Bromley, A.G.},
title={Hardware experiments with CISC and RISC computer architectures},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={207-215},
doi={10.1145/299359.299389},
note={cited By 1; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963818940&doi=10.1145%2f299359.299389&partnerID=40&md5=9e47dc6d159a4c0ddf10b8c31aedb35e},
affiliation={Computer Science FO9, University of SydneyNSW  2006, Australia},
abstract={A range of experiments is described through which third year students can gain familiarity with some of the hardware aspects of CISC and RISC computer processor designs in a hardware laboratory. The hardware experiments are intended to complement lectures and simulation exercises to give a well rounded appreciation of hardware design issues. © 1997 ACM.},
keywords={Computer architecture;  Education computing;  Hardware, Computer processors;  Hardware design;  Hardware experiment;  Simulation exercise, Computer hardware},
references={Bromley, A.G., Laboratory experiments with computer control structures (1979) Aust. Comp. J., 11, pp. 142-150. , November; Bromley, A.G., Nicholson, P.T.J., Pedagogic computers (1986) IEE Proceedings, 133, pp. 212-222. , July},
correspondence_address1={Bromley, A.G.; Computer Science FO9, Australia},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Purchase1997126,
author={Purchase, H. and Hussey, A. and Brookes, W. and Leadbetter, D.},
title={Fostering interest in Information Technology: Running a vacation school for pre-university students},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={126-134},
doi={10.1145/299359.299378},
note={cited By 2; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84956997617&doi=10.1145%2f299359.299378&partnerID=40&md5=bf917bcbe683c63820d283b89f1ac101},
affiliation={School of Information Technology, University of Queensland, Brisbane, QLD  4072, Australia},
abstract={Fostering an interest in Information Technology (IT) in school students is important both for the IT industry and for universities: We therefore enthusiastically welcomed the opportunity to hold an Information Technology vacation school for year 12 students in April 1996. Initiated and sponsored by the Australian Computer Society and Rotary International, the school enabled 60 secondary students who were in the process of making decisions about tertiary study to spend three days participating in a variety of computer-related activities at The University of Queensland Department of Computer Science, and experiencing life as a university student. The students developed skills in programming in Smalltalk, and using information systems and Internet resources. In addition, they visited other departments on campus and companies in the city to see a variety of uses of IT. We hoped to give the students the opportunity to make an informed decision about their future careers. A follow-up survey in early 1997 revealed that 80% of the students felt that attendance at the school helped them with their post-school career decisions. This paper describes our experiences with running the school: The program, components, feedback, and future plans. It was a very rewarding and worthwhile experience: We hope that this paper will encourage other universities to attempt similar programs. © 1997 ACM.},
keywords={Education;  Education computing;  Engineering education, Informed decision;  Internet resources;  Making decision;  Rotary International;  School students;  Tertiary study;  University of Queensland;  University students, Students},
references={Azemi, A., Teaching computer programming courses in a computer laboratory environment (1995) Frontiers in Education 1995 - Engineering Education for the 21st Century, pp. 18-20. , D. Budny (editor), ETP/Harrison; Introduction to Programming Fall 1994, , Carleton University. Course summary; Hussey, A., Leadbetter, D., Purchase, H., (1996) Smalltalk by Stealth -A Short Course for Computing Novices, pp. 95-365. , Department of Computer Science, The University of Queensland, June; Kaplan, S., Johnson, R., On language choice for the introductory computer science course (1989) Information Processing, 89, pp. 563-568. , G. X. Ritter (editor), Elsevier Science Publishers (North-Holland); Lalonde, W., Pugh, J., Smalltalk as the first programming language: The Carleton experience (1990) Journal of Object-Oriented Programming, pp. 60-65. , November; Rodger, S., Walker, E., Activities to attract high school girls to computer science (1996) SIGCSE Bulletin, 28 (1), pp. 373-377. , March, 27th SIGCSE Technical Symposium on Computer Science Education; Skublics, S., White, P., Teaching smalltalk as a first programming language (1991) SIGCSE Bulletin, 23 (1), pp. 231-234. , March, 22nd SIGCSE Technical Symposium on Computer Science Education; Unisys University of Sydney Computer Science School, , http://uuscss.cs.su.oz.au/, University of Sydney. [Internet], [Accessed May 1997]},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Rosenberg1997216,
author={Rosenberg, J. and Ktilling, M.},
title={I/O considered harmful (At least for the first few weeks)},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={216-223},
doi={10.1145/299359.299390},
note={cited By 3; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902366135&doi=10.1145%2f299359.299390&partnerID=40&md5=c888f38dd2152d2103500817f386b583},
affiliation={Basser Department of Computer Science, University of SydneyNSW  2006, Australia},
abstract={One of the major difficulties with teaching the first programming course is input/output. It is desirable to show students how to input data and output results early in the course in order to motivate the students and so that they can see the results of their programs. Output is also a useful tool for testing programs. However, in most programming languages input and output are esoteric and the techniques for performing input and output must be learnt by the students at an early stage, precisely when they are trying to understand the basics of programming. We argue that input/output operations need not be taught in the early stages of a course if the language environment provides appropriate tools for testing programs. This assertion is demonstrated by reference to the Blue object oriented language and environment. © 1997 ACM.},
keywords={Education;  Education computing;  Object oriented programming;  Students;  Teaching;  Testing, Input and outputs;  Input datas;  Input/output operations;  Language environment;  Programming course;  Testing programs;  Tools for testing, Input output programs},
references={Rolling, M., Koch, B., Rosenberg, J., Requirements for a first year object-oriented teaching language (1995) ACM SIGCSE Bulletin, 21 (1), pp. 173-177. , March; Rolling, M., Rosenberg, J., Blue -A language for teaching object-oriented programming (1996) Proceedings ACM SIGCSE Symposium, pp. 190-194; Rolling, M., Rosenberg, J., An object-oriented program development environment for the first programming course (1996) Proceedings ACM SIGCSE Symposium, pp. 83-87; Rosenberg, J., Rolling, M., Testing object- oriented programs: Making it simple (1997) Proceedings ACM SIGCSE Symposium, pp. 77-81. , San Jose; Jensen, K., Wirth, N., (1975) Pascal User Manual and Report, , Springer-Verlag; Kemighan, B., Ritchie, D., (1978) The C Programming Language, , Prentice-Hall; Stroustrup, B., (1991) The C++ Programming Language, , 2nd edition, Addison-Wesley; Arnold, K., Gosling, J., (1996) The Java Programming Language, , Addison Wesley},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Turk1997135,
author={Turk, M.},
title={Introducing object orientation to experienced procedural programmers},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={135-140},
doi={10.1145/299359.299379},
note={cited By 2; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847048422&doi=10.1145%2f299359.299379&partnerID=40&md5=1d077e232e790ccf440af70bd9185d3f},
affiliation={Department of Computing and Information Management, University of Western Sydney Macarthur, PO Box 555, Campbelltown, NSW  2560, Australia},
abstract={This paper suggests an approach to the retraining of procedural programmers in object-oriented design and programming that will benefit both the programmers and their employers. The paper is based on current educational theory, cognitive psychology, mental models and HCI research and on research on the practices of novice and skilled programmers. © 1997 ACM.},
keywords={Education computing;  Software design, Cognitive psychology;  Educational theory;  Hci researches;  Mental model;  Object orientation;  Object-oriented design and programming;  On currents, Object oriented programming},
references={Beck, K., Cunningham, W.A., A laboratory for teaching object-oriented programming (1989) Proceedings of the 1989 OOPSLA Conference on Object- Oriented Programming Systems, Languages and Applications, pp. 1-6. , ACM; Bransford, J., Sherwood, R., Hasselbring, T., The video revolution and its effects on development: Some intitial thoughts (1988) Constructivism in the Computer Age, pp. 173-201. , Lawrence Erlbaum; Booch, G., Rumbaugh, J., (1995) Unified Method, Overview Version 0.8. In Rational Rose Demo Collection, , Rational Software Corporation; Bruner, J., (1966) Toward a Theory of Instruction, , Harvard University Press; Cargill, T., (1995) C++ Programming Style, , Addison- Wesley; Coad, P., Nicola, J., (1993) Object-Oriented Programming, , Prentice-Hall; DiSessa, A.A., Knowledge in pieces (1988) Constructivism in the Computer Age, pp. 39-70. , Lawrence Erlbaum; Freedman, D.P., Weinberg, G.M., (1979) Ethnotechnical Review Handbook, , (2nd ed.). Ethnotech Inc; Gamma, E., Helm, R., Johnson, R., Vissides, J., (1995) Design Patterns: Elements of Reusable Object- Oriented Software, , Addison-Wesley; Ginsberg, H.P., Opper, S., (1988) Piaget's Theory of Intellectual Development, , (3rd ed.). Prentice Hall; Ginsberg, H.P., Zelman, S., Understanding individual differences in the computer age (1988) Constructivism in the Computer Age, pp. 151-170. , Lawrence Erlbaum; Green, T.R.G., Limited theories as a framework for human-computer interaction (1990) Mental Models and Human-Computer Interaction, 1, pp. 3-39. , North- Holland; Hoc, J.-M., Nguyen-Xuan, A., Language semantics, mental models and analogy (1990) Psychology of Programming, pp. 139-156. , Academic Press; Kemighan, B.W., Plaugher, P.J., (1978) The Elements of Programming Style, , (2nd ed). McGraw-Hill; Lampe, A., Executives: Young, gifted and sacked (1996) Sydney Morning Herald, Business Section, pp. 95-101. , November 23; Lochead, J., Some pieces of the puzzle (1988) Constructivism in the Computer Age, pp. 71-81. , Lawrence Erlbaum; Lemos, R., An implementation of structured walkthroughs in teaching Cobol programming (1979) Communications of the ACM, 22 (6), pp. 335-340; Mayer, R., Different problem solving competencies established in learning computer programming with and without meaningful models (1975) Journal of Educational Psychology, 67 (6), pp. 725-734; Mayer, R., The psychology of how novices learn computer programming (1981) Computing Surveys, 13 (1), pp. 121-141; Oliver, R., Malone, J., The influence of instruction and activity on the development of semantic programming knowedge (1993) Journal of Research on Computing in Education, 25 (4), pp. 521-533; Petre, M., Expert programmers and programming languages (1990) Psychology of Programming, pp. 103-115. , Academic Press; Price, W., Transitioning to OOCOBOL (1996) Proceedings, 5th Annual COBOL on Campus Symposium, , Orlando, Microfocus; Price, W., (1997) Elements of Object-Oriented COBOL, Object-Z; Rasmussen, J., Mental models and the control of action in complex environments (1990) Mental Models and Human-Computer Interaction, 1, pp. 41-69. , North-Holland; Satzinger, J.W., Orvik, T.U., (1996) The Object- Oriented Approach, , Boyd & Fraser; Visser, W., Morais, A., Concurrent use of different expertise elicitation methods applied to the study of programming activity (1991) Mental Models and Human-Computer Interaction, 2, pp. 97-113. , North-Holland; Webb, N., Cognitive requirements of learning computer programming in group and individual settings (1985) AEDS Journal, 18 (3), pp. 183-194; Webb, N., Lemos, S., The social context of learning computer programming (1988) Mirrors of Minds, , Ablex Publishing Corp; Wilkerson, N.M., (1995) Using CRC Cards. SIGS; Wirfs-Brock, R., Wilkerson, B., Wiener, L., (1990) Designing Object-Oriented Software, , Prentice-Hall; Whitfield, A., (1985) Constructing and Applying a Model of the User for Computer System Development: The Case for Computer-Aided Design, , PhD thesis, University College, London},
correspondence_address1={Turk, M.; Department of Computing and Information Management, PO Box 555, Australia; email: m.turk@uws.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Ophel1996302,
author={Ophel, J. and Robinson, I.},
title={Integrating group and learning skills into a first-year computer science subject},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={302-308},
doi={10.1145/369585.369657},
note={cited By 0; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053293664&doi=10.1145%2f369585.369657&partnerID=40&md5=8a52eb88d46bed924f6ca925f89ba8e7},
correspondence_address1={Ophel, J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Lamp1996309,
author={Lamp, J. and Keen, C. and Urquhart, C.},
title={Integrating professional skills into the curriculum},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={309-316},
doi={10.1145/369585.369659},
note={cited By 6; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049682426&doi=10.1145%2f369585.369659&partnerID=40&md5=c919c6b1bca819f91c3d53db47017daa},
correspondence_address1={Lamp, J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Bancroft199627,
author={Bancroft, P. and Hynd, J. and Sinfield, P.},
title={Graphical visualisation support in a uniform environment},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={27-31},
doi={10.1145/369585.369590},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029619736&doi=10.1145%2f369585.369590&partnerID=40&md5=21f87244a03a03d47ea7885a70ad2d07},
correspondence_address1={Bancroft, P.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Johnston199619,
author={Johnston, R. and Moffat, A. and Søndergaard, H. and Stuckey, P.},
title={Low-contact learning in a first year programming course},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={19-26},
doi={10.1145/369585.369589},
note={cited By 2; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85001558928&doi=10.1145%2f369585.369589&partnerID=40&md5=64faabe8a163b46757e2bae0907716ef},
correspondence_address1={Johnston, R.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Teague1996164,
author={Teague, J. and Clarke, V.},
title={Improving gender equity in computing programmes: Some suggestions for increasing female participation and retention rates},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={164-170},
doi={10.1145/369585.369612},
note={cited By 6; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883073806&doi=10.1145%2f369585.369612&partnerID=40&md5=a3d5623548d1e1e7d58d87e0f31d6f77},
correspondence_address1={Teague, J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Dixon1996159,
author={Dixon, M.W. and McGill, T.J. and Cole, G.R. and Barnett, B.L.},
title={Integrating a networking simulation package into a data communications course to enhance student learning},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={159-163},
doi={10.1145/369585.369611},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3943091967&doi=10.1145%2f369585.369611&partnerID=40&md5=aaea74b7a30368c6e6adeecd6719f4e7},
correspondence_address1={Dixon, M.W.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hurst1996280,
author={Hurst, A.J.},
title={Literate programming as an aid to marking student assignments},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={280-286},
doi={10.1145/369585.369650},
note={cited By 7; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-0346891702&doi=10.1145%2f369585.369650&partnerID=40&md5=3b1888b80926da0da729e720588a5d4c},
correspondence_address1={Hurst, A.J.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Stein2000220,
author={Stein, A. and Craig, A.},
title={The Dot.Com generation: IT practices and skills of transition students (2000)},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={220-227},
doi={10.1145/359369.359402},
note={cited By 9; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-44949117512&doi=10.1145%2f359369.359402&partnerID=40&md5=4b733f020f5764422913139578756457},
affiliation={School of Information Systems, Victoria University of Technology, Australia},
abstract={The Dot.Com or generation Y student was born after 1981 and will be entering university as a transition student from 2000. The Dot.Com transition student has received an intensive education in information technology. The DotCom student comes to university with a need to be information competent and can demonstrate considerable information technology skills. This paper analyses the information literacy and knowledge of the DotCom transition student at Victoria University. Two definitions were used to categorise IT usage of students; General IT practices looked at the availability of IT to students and specific IT skills refer to the use of business IT packages. The main findings show that home access to a computer has peaked, home internet usage is escalating, the gender gap in IT practices is closing but a gender and DotCom gap in IT skills still exist. © 2000 ACM.},
keywords={Computer applications;  Computer programming, Business-IT;  Generation Y;  Information literacy;  Information technology skills;  Internet usage;  IT skills;  Paper analysis;  Transition student, Students},
references={(1999) No. 8147.0 - Use of Die Internet by Householders, , http://www.abs.eov.au/, Australia, Online Internet [June 2000]; Coley, R., (2000) Computers and Classrooms: The Status of Technology in U.S. Schools, Online Internet, , www.ets.org/research/pic/ccrapclass.htm1, June; Davis, P., What Computer Skills do Employees Expect from Recent Graduates? (1997) Technological Horizons in Education, 25 (2), pp. 74-75; (2000) Australia's Workforce 2005: Jobs in the Future, Online Internet, , http:/www.deetya.gov.au/publications/2005sum.htm, June; (1997) DEETYA DEETYA Job Forecasts, , http://www.deetva.gov.au/, Online Internet, [January 2000]; Dick, B., (2000) Mouse Potatoes, Broadcast Engineering, 42 (2), p. 10; Measuring the Knowledge-Based Economy (ISR.1999-122) (1999) Department of Industry, Science and Resources, , ISR.122, Industry Analysis Branch, Canberra, Australia; Karsten, R., Roth, R., Computer Self-Efficacy: A Practical Indicator of Student Computer Competency in Introductory IS Courses (1998) Informing Science, 1 (3), pp. 34-36; Meredith, D., (1999) REAL TIME - COMPUTERS CHANGE and SCHOOLING National Sample Study of the Information Technology Skills of Australian School Students, , October, Australian Key Centre for Cultural and Media Policy; (1995) NBEET Education and Technology Convergence: A Survey of Technology Infrastructure in Education, , [January, NBEET Commissioned Report No.41, AGPS, Canberra; (1998) NCES 1999-011, the Condition of Education 1998, , WWWhttp://nces.ed.gov/wider/webspider/1999011.shtml, Online Internet [June 2000]; (2000) Internet Access in Public Schools and Classrooms: 1994-1998, , http:/nces.ed.gov/spider/webspider/1999017.shtml, Online Internet, June; Oliver, R., The perceptions of school leavers towards IT skills (1993) Australian Educational Computing, pp. 45-56. , May; Russell, G., Holmes, D., Electronic Nomads? Implications of Trends in Adolescents use of Communications and Information Technology (1996) Australian Journal of Educational Technology, 12 (2), pp. 130-144; Stein, A., Craig, A., Scollary, A., In Transition - The profile of commencing business faculty students for 1995 (1996) Proceedings of the Second Pacific Rim Conference, pp. 345-349. , Melbourne University, July 3-5th; Stein, A., Craig, A., Scollary, A., In Transition - The profile of commencing business faculty students for 1996 (1996) Unpublished Paper, Department of Information Systems, , December; Stein, A., Craig, A., Scollary, A., Preparatory IT Practices & Skills of Transition Business Students (1997) (1997) Australian Journal of Education, 13 (1). , Perth, Australia; Stein, A., Craig, A., Scollary, A., Preparatory IT Practices & Skills of Transition Business Students (1998) (1998) Proceedings of the Third Pacific Rim Conference, Auckland Institute of Technology, pp. 457-462. , Auckland, July; Stein, A., Craig, A., The Web, Chat and Laptops: IT Practices & Skills of Transition Students (1999) (1999) Proceedings of AScILITE99, Queensland University of Technology, pp. 125-135. , Brisbane, November; Warner, D., IT, Employment and Regional Australia (1996) Conference of the Centre for Vocational Education Research, , Toowoomba, Queensland, Australia; Wenglinsky, H., (2000) Technology Counts, Online Internet, , www.edweek.org/reports/te98, July},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Messing2000182,
author={Messing, J. and Abeck, S. and Batlogg, J. and Feuerhelm, D. and Mehl, O.},
title={A CANDLE to light the way?},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={182-188},
doi={10.1145/359369.359396},
note={cited By 0; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028951216&doi=10.1145%2f359369.359396&partnerID=40&md5=eb0f3feeefdda212a68282790702e3c8},
affiliation={School of Information Studies, Charles Sturt University, Wagga, NSW  2650, Australia; Cooperation and Management, Institut für Telematik, Universität Karlsruhe, Zirkel 2, Karlsruhe, 76128, Germany},
abstract={The changing nature of education and training has challenges which have not been adequately addressed despite persistent promises that it will herald an era of globalisation. One of those challenges is the regular reuse of educational material developed elsewhere. Information Technology (IT) is in particular need of such reuse because of the rate at which the domain is changing and the inability of individual organisations to keep their educational and training material current To accomplish this requires the development of an open, flexible and most importantly, acceptable, platform. The CANDLE project is a European Commission funded project which has taken on this challenge by designing and developing a state of the art system. The use of metadata to classify content at different levels of granularity and an information broker architecture are two components of the system. © 2000 ACM.},
keywords={Computer applications;  Computer programming, Education and training;  Educational materials;  European Commission;  Globalisation;  Information broker;  State-of-the-art system;  Training material;  Two-component, Classification (of information)},
references={Acquah, S., Rada, R., (1993) Reuse for Courseware, , http://134.95.100.201/med-fak/acmcdronVchap7.htm; Bates, A.W., The impact of technological change on open and distance learning (1997) Distance Education, 18 (1), pp. 93-109; Bryant, S., (1998) Overcoming the 'Not Invented Here' Syndrome - Experience with Sourcing Educational Multimedia Developed Elsewhere, , http://www.ascillte.org.au/confereaces/wollongong98/asc98-pdf/brvant0076.pdf; (1993) CAUT Improving University Teaching 1994, , Committee for the Advancement of University Teaching, Department of Employment, Education and Training; Cheng, K.M., (1999) Information Era Lifelong Learning and Education Reform, , Keynote address to Fifth Hong Kong Web Symposium, Oct 4-6; Jones, G.R., (1997) Cyberschools: An Educational Renaissance, , Jones Digital Century Inc, Colorado; Jones, G.R., E-Education: Opportunities and challenges - The human face of electronic education (1999) E-Education, Challenges and Opportunities, pp. 83-104. , in F. Castro, R. Lai and M. Wong (eds), Social Sciences Research Centre, University of Hong Kong; (1998) Distance Education in Higher Education Institutions: Incidences, Audiences, and Plans to Expand, , http://nces.ed.gov/pubs98/98132.html; Sakamoto, T., Educational reform by Information and Communications Technology:ICT strategies for educational improvement-A Japanese perspective (1999) Proceedings of ED-MEDIA-99 World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 2-14. , in B. Collis and R. Oliver (eds); Sinan, S.A., (1998) UML in A Nutshell, , O'Reilly; Stukel, J.J., (1998) The Future of Land Grant Universities, , httD://www.nasulgc.org/Kellog/STATEMENTS/futune.htm, Address to the National Association of State Universities and Land-Grant Colleges Extension Directors' Meeting; (1996) The Western Governors University: A Proposed Implementation Plan, , http/www.westgov.org/smart/vu/imphtm},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@ARTICLE{Murray2004201,
author={Murray, I. and Armstrong, H.},
title={A computing education vision for the sight impaired},
journal={ACM International Conference Proceeding Series Proceedings of the Sixth Conference on Australian Computing Education},
abstract = {Vision is the main sensory modality employed in learning. Teaching materials in the
areas of information technology and computer engineering are highly visual in nature
and vision impaired students find it increasingly difficult to access and process
these visuo-centric learning materials and on-line delivery.This paper describes a
research project undertaken by Curtin University in conjunction with Cisco Systems
and the Association for the Blind WA to identify tools and techniques appropriate
for vision-impaired students studying computing at tertiary level. It investigates
considerations and learning characteristics of sight impaired students, and also describes
the aims of the project, the approach being undertaken to identify and apply alternative
modalities. The paper concludes with a brief discussion on progress so far including
some of the teaching aids used to assist learning complex concepts usually delivered
by visual means.},
year={2004},
volume={30},
pages={201-206},
keywords = {teaching IT, blind, sight impaired, computing, multimodal learning, vision},
note={cited By 5},
source={Scopus},
}

@ARTICLE{Gluga201377,
author={Gluga, R. and Kay, J. and Lister, R. and Simon, S. and Charleston, M. and Harland, J. and Teague, D.M.},
title={A conceptual model for reflecting on expected learning vs. Demonstrated student performance},
abstract = {Educators are faced with many challenging questions in designing an effective curriculum.
What prerequisite knowledge do students have before commencing a new subject? At what
level of mastery? What is the spread of capabilities between bare-passing students
vs. the top-performing group? How does the intended learning specification compare
to student performance at the end of a subject? In this paper we present a conceptual
model that helps in answering some of these questions. It has the following main capabilities:
capturing the learning specification in terms of syllabus topics and outcomes; capturing
mastery levels to model progression; capturing the minimal vs. aspirational learning
design; capturing confidence and reliability metrics for each of these mappings; and
finally, comparing and reflecting on the learning specification against actual student
performance. We present a web-based implementation of the model, and validate it by
mapping the final exams from four programming subjects against the ACM/IEEE CS2013
topics and outcomes, using Bloom's Taxonomy as the mastery scale. We then import the
itemised exam grades from 632 students across the four subjects and compare the demonstrated
student performance against the expected learning for each of these. Key contributions
of this work are the validated conceptual model for capturing and comparing expected
learning vs. demonstrated performance, and a web-based implementation of this model,
which is made freely available online as a community resource.},
keywords = {curriculum, assessment, course content},
journal={Proceedings of the 15th Australasian Computing Education Conference (ACE2013)},
year={2013},
volume={136},
pages={77-86},
note={cited By 3},
source={Scopus},
}

@ARTICLE{Bryant2002,
author={Bryant, K.},
title={A methodology for the design of courses in information systems},
journal={Proceedings of the Fifth Australasian Computer Education Conference. Conferences in Research and Practice in Information Technology: Vol. 20},
year={2002},
abstract = {A wealth of literature exists on the use of Internet technologies for Information
Systems education; however, there is little research on course design methodologies
that are particularly suited to Information Systems courses. This paper reviews several
generic frameworks for course design and develops one that incorporates the important
elements of each for use in designing Information Systems courses. The development
process revealed that there was a framework within a framework, that is a higher order
cyclical framework and the lower level design/redesign framework. The results of initial
research on the applicability of the framework for the design/redesign of Information
Systems courses suggest support for the usefulness of the approach.},
booktitle = {Proceedings of the Fifth Australasian Conference on Computing Education - Volume 20},
keywords = {design methodologies, IS education, educational IS},
note={cited By 1},
source={Scopus},
}


@ARTICLE{Porter2003231,
author={Porter, R. and Calder, P.},
title={A pattern-based problem-solving process for novice programmers},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
abstract = {Learning to program involves the application of programming language features to the
solving of novel problems, and the experience of educators suggests that it is this
factor that causes novice programmers the most difficulty. Because software patterns
are descriptions of common problems and their solution written in a standardised format
that facilitates reuse, their use in the novice context is indicated. This paper suggests
a process for applying patterns to problems that derives from the relationships between
patterns in a pattern language, and demonstrates its use in a simple problem. This
approach suits the pedagogical model based on Bloom's taxonomy as it enables the required
knowledge to be partitioned and dealt with in stages.},
booktitle = {Proceedings of the Fifth Australasian Conference on Computing Education - Volume 20},
year={2003},
volume={20},
pages={231-238},
rds = {learning to program, problem solving, patterns},
note={cited By 9},
source={Scopus},
}

@ARTICLE{Slay0000257,
author={Slay, J. and Quirchmayr, G. and Kurzel, F. and Hagenus, K.},
title={Adaptive learning environments for CS education: From AMLE to live spaces},
journal={Proceedings of the Fifth Australasian Computing Education Conference (ACE'03)},
abstract = {The move to online learning environment for the global delivery of Australian CS programs
has heightened the need for adaptive interactive learning environments. Research has
indicated that adaptive and interactive online CS learning environments play a useful
role in the provision of lifelong learning but these needs are not being fully met
by current tools or COTS systems. This paper builds on a previous implementation of
an adaptive multimedia learning environment, (AMLE), a networked multimedia learning
environment which attempts to provide the functionality of a traditional intelligent
tutoring system and looks at the support of CS learning by the provision of new highly-integrated
and context aware tools.},
keywords = {computer science education, life-long learning, adaptive context- aware learning environments},
year={2003},
pages={257-262},
note={cited By 2},
source={Scopus},
}

@ARTICLE{Paynter0000,
author={Paynter, J. and Sharkey, E.},
title={Adventure cycles - A software engineering approach},
abstract = {In this paper we discuss using a case study to demonstrate the software engineering
process from requirements, specification, preliminary user manual prototyping, design,
implementation and testing as well as some post-implementation details such as maintenance
and extendibility/reusability. Each semester a case is developed that is pivotal to
a final year Software Engineering course. Groups, usually of four students, undertake
the entire systems development life cycle. The project is developed over one semester
(12 weeks) in four separate phases with an assignment completed for each phase.The
Adventure Cycles case was run differently from the cases used in previous semesters
in that it was done during the three hours of lectures each week. These exercises
replaced the standard (PowerPoint-driven) lectures. In parallel the groups developed
a separate project (for 2004, in the first semester Dogs R Us and in the second Residential
Tenancy). Examples from past semester projects are also made available to the students.
The lessons learnt from these cases are available here. Overall the student performance
in the class improved, as did their assessment of the course and its components. This
has encouraged us to continue with this case-driven approach to teaching software
engineering.},
journal={Proceedings of the Sixth Conference on Australasian Computing Education-Volume 30},
year={2004},
keywords = {software engineering, Information System Case studies, IEEE Standards},
note={cited By 1},
source={Scopus},
}

@ARTICLE{Simon200335,
author={Simon},
title={An IT degree combining the strengths of university and TAFE},
abstract = {As a partnership of University and TAFE, the Ourimbah Campus of the University of
Newcastle is ideally placed to take advantage of the best that each sector has to
offer. The new Applied Information Technology degree is unusual in two respects: first,
students' programs are constrained to consist of half IT and half some other discipline;
and second, almost two-thirds of the IT is provided directly by TAFE NSW, a provider
of Vocational Educational Training. The latter feature has provoked renewed consideration
of the different roles of TAFE and University in IT education.},
booktitle = {Proceedings of the Fifth Australasian Conference on Computing Education - Volume 20},
journal={Australian Computer Science Communications},
keywords = {university education, vocational training},
year={2003},
volume={20},
pages={35-40},
note={cited By 2},
source={Scopus},
}

@ARTICLE{Roberts200369,
author={Roberts, G.H.B. and Verbyla, J.L.M.},
title={An online programming assessment tool},
abstract = {The role of assessment in modern university curricula has become far more diverse
and open to scrutiny in recent years. Although its most significant role is as a measure
of a student's knowledge and skills, the role as a learning device has become increasingly
important and as a consequence informative and useful feed back is critical to achieve
good learning outcomesThis paper describes a tool that provides a self-contained,
easy to use, programming environment that facilitates the development, testing and
marking of programming tasks in addition to the presentation and marking of "standard"
examination questions. The tool takes responsibility for many of the tasks that program
development normally requires so that the student can focus on the task of writing
program source code. It has been used in a Java programming topic for two consecutive
years.},
journal={Proc. ACM Fifth Conference on Australasian Computing Education},
year={2003},
volume={20},
pages={69-75},
keywords = {Java, online assessment},
note={cited By 11},
source={Scopus},
}

@ARTICLE{Solomon0000263,
author={Solomon, A.},
title={Applying NAILS to blackboard},
abstract = {This paper is a desultory litany of complaints written by a first-time user of the
enterprise education software Blackboard. It will make you laugh, it will make you
cry ... and it will make you mistrust any button that looks like a useful feature.},
journal={Proceedings of the Fifth Australasian Computing Education Conference (ACE'03)},
year={2003},
pages={263-266},
keywords = {Computer-assisted instruction, Computer-managed instruction, Computer science education, Information systems education},
note={cited By 1},
source={Scopus},
}

@ARTICLE{Marshall2004185,
author={Marshall, S. and Mitchell, G.},
title={Applying SPICE to e-learning: An e-learning maturity model?},
journal={Proceedings of the Sixth Australasian Conference on Computing Education},
abstract = {The Capability Maturity Model and SPICE approach to software process improvement has
resulted in a robust system for improving development process capability in the field
of software engineering. We apply these same ideas in the area of e-learning in order
to explore whether similar insights could be generated for institutions engaged in
online delivery of teaching. In order to test this idea, a set of potential process
areas are presented, based on a well known set of e-learning benchmarks and a trial
analysis of a project is conducted. We suggest that this model offers a means for
institutions to identify systemic weaknesses in their e-learning development, delivery
and management that potentially can inform future resourcing and strategic priorities.},
keywords = {e-learning, CMM, process improvement, SPICE},
year={2004},
volume={30},
pages={185-191},
note={cited By 52},
source={Scopus},
}

@ARTICLE{Mendes2003113,
author={Mendes, E.},
title={Applying the cognitive flexibility theory to teaching web engineering},
journal={Proceedings of the Fifth Australasian Conference on Computing Education-Volume 20, ACE '03},
abstract = {Web engineering constitutes the employment of an engineering approach to the development
of Web applications. Its main teaching objectives are for students to learn what an
engineering approach represents and how measurement can be applied.This paper presents
the application of the Cognitive Flexibility Theory as an instructional theory to
teach Web Engineering principles.Results obtained over the last three years suggest
that the CFT seems valuable for teaching Web engineering, as indicated by the boxplots
of exam marks (regarding the Web engineering part of the exam).},
keywords = {cognitive flexibility theory, web engineering teaching, teaching methods},
year={2003},
pages={113-117},
note={cited By 2},
source={Scopus},
}

@ARTICLE{Box2003149,
author={Box, I.},
title={Assessing the Assessment: an Empirical Study of an Information Systems Development Subject},
journal={Proceedings of the fifth Australasian Conference on Computing Education},
abstract = {Universities need to respond to a change in the mix of student profiles from a majority
of the traditional academically committed student to a majority of the students who
seek a qualification for a job. The latter type of student lacks study skills such
as an ability to structure his learning experience and to engage actively and continuously
with the material to be learnt. This study reports on the application of one formative
assessment strategy in response to the change in the mix of student profiles. The
aims were to encourage students to engage in deep learning; increase a student's responsibility
for learning by providing a structure for the learning effort; and encouraging continuous
study. The results indicate that the aims were to some extent achieved. Consideration
of formative assessment, alternatives that might improve our response to the change,
and areas for further research are identified.},
keywords = {assessment validity and reliability, course objectives, information systems teaching and education, formative assessment and evaluation},
year={2003},
volume={20},
pages={149-158},
note={cited By 4},
source={Scopus},
}

@CONFERENCE{Coldwell-Neilson201775,
author={Coldwell-Neilson, J.},
title={Assumed digital literacy knowledge by Australian universities: Are students informed?},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={75-80},
doi={10.1145/3013499.3013505},
note={cited By 3; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014879640&doi=10.1145%2f3013499.3013505&partnerID=40&md5=1a02eb47523421a2020e294e6963f1c5},
affiliation={Deakin University, School of Information Technology, Geelong, VIC, Australia},
abstract={As disruptive technologies make an impact in the workplace, employers are demanding a broader range of skills that go beyond the capabilities that graduates have developed through their higher education studies. Further, digital literacy is increasingly being recognised as an essential skill, on a par with literacy and numeracy, to support job readiness. As a result there is increasing pressure on universities to ensure their courses prepare graduates appropriately, but is digital literacy amongst these skills? The first step to address this question is to gain an understanding of what universities' expectations are of a student's assumed digital literacy knowledge, the foundation from which graduate digital capabilities are built. The aim of this study is to investigate what information Australian universities provide to prospective students to inform them of the expectations of assumed digital literacy knowledge when entering a course. Based on a sample of 13 Australian universities it seems that minimal information is being provided to new students. This study demonstrates that there is no shared understanding of what digital literacy entails, which poses challenges for students who are expected to have an ill-defined and in some instances, unknown set of digital skills. It also challenges relationships between staff and students, as expectations and understanding of digital skills are not aligned. Copyright is held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Assumed knowledge;  Digital literacy;  Higher education},
keywords={Education;  Societies and institutions, Assumed knowledge;  Digital literacies;  Digital skills;  Disruptive technology;  Higher education;  Job readiness;  Minimal information;  Shared understanding, Students},
references={(2015) National Assessment Program: ICT Literacy Years 6 & 10 Report 2014. Australian Curriculum, Assessment and Reporting Authority, , http://www.nap.edu.au/verve/_resources/D15_8761_NAP-ICT_2014_Public_Report_Final.pdf, ACARA; 2014 NAP-ICT literacy report shows a decline in ICT literacy (2015) Australian Curriculum, Assessment and Reporting Authority, Media Report, , http://www.acara.edu.au/home/test-news/2016/05/31/2014-nap-ndash-ict-literacy-report-shows-a-decline-in-ict-literacy, ACARA; (2015) National Innovation and Science Agenda, , http://www.innovation.gov.au/page/national-innovation-and-science-agenda-report, Australian Government; (2015) Australian Curriculum, , http://www.australiancurriculum.edu.au/, Australian Curriculum; Burton, L.J., Summers, J., Lawrence, J., Noble, K., Gibbings, P., Digital literacy in higher education: The rhetoric and the reality (2015) Myths in Education, Learning and Teaching: Policies, Practices and Principles, , Harmes, M. K. (Ed.) Palgrave Macmillan; Australia's future workforce? (2015) The Committee for Economic Development of Australia, , http://www.ceda.com.au/research-and-policy/policy-priorities/workforce, CEDA; Coldwell-Neilson, J., Managing Expectations: A changing landscape (2013) EPedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction, pp. 1-17. , McKay, E. (Ed.) chapter 1, IGI Global; Australia's digital pulse: Key challenges for our nation: Digital skills, jobs and education (2015) Sydney: Deloitte Access Economics, , https://www.digitalpulse.pwc.com.au/, Deloitte Access Economics Australian Computer Society; Ferrari, A., Digcom: A framework for developing and understanding digital competence in Europe (2013) European Commission: Joint Research Centre Institute for Prospective Technological Studies, , http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359; The new work order: Ensuring young Australians have skills and experience for the jobs of the future, not the past (2015) Foundation for Young Australians, , http://www.fya.org.au/2015/08/23/the-new-work-order-report/, FYA; Gallagher, S., Garrett, G., Disruptive education: Technology-enabled universities (2013) Australian Policy Online, , http://apo.org.au/node/35927; Gilster, P., (1997) Digital Literacy, , Wiley Computer Pub; Hajkowicz, S., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., Boughen, N., Tomorrow's digitally enabled workforce (2016) Commonwealth Scientific and Industrial Research Organisation, , http://www.csiro.au/en/Research/D61/Areas/Data-for-decisions/Strategic-Foresight/Tomorrows-Digitally-Enabled-Workforce; Hamilton, M., Carbone, A., Gonsalvez, C., Jollands, M., Breakfast with ict employers: What do they want to see in our graduates? (2015) Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), , Sydney, 27-30 Jan; Environmental scan: Information and communications technology scan (2013) Innovation and Business Skills Australia, , https://www.ibsa.org.au/, IBSA; Jacobsen, T.E., Mackay, T.P., Proposing a metaliteracy model to redefine information literacy (2013) Communications in Information Literacy, 7, pp. 84-91; Keen, L., Young Australians left behind in the digital revolution: Infosys Financial ReviewAFRWeekend, , http://www.afr.com/technology/young-australians-left-behind-in-the-digital-revolution-infosys-20160117-gm7vrp, Jan 18; Lankshear, C., Knobel, M., (2008) Digital Literacies: Concepts, Policies and Practices, , Peter Lang Publishing; McLachlan, C., Craig, A., Coldwell-Neilson, J., Students' Computing Use and Study: When more is less (2016) Australasian Journal of Information Systems, 20; Ng, W., Can we teach digital natives digital literacy? (2012) Computers & Education, 59 (3), pp. 1065-1078; (2015) Uni08 Graduate Learning Outcomes (GLO, , http://teachassist.uni08.edu.au/resources/glo/, Uni08; Wilson, M., Scaliseb, K., Gochyyeva, P., Rethinking ict literacy (2015) Thinking Skills and Creativity, 18, pp. 65-80},
correspondence_address1={Coldwell-Neilson, J.; Deakin University, Australia; email: jo.neilson@deakin.edu.au},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Traynor2006223,
author={Traynor, D. and Bergin, S. and Gibson, J.P.},
title={Automated assessment in CS},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={223-228},
note={cited By 17; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869022952&partnerID=40&md5=909c0cde9983d1219b226265fcab8dc1},
affiliation={National University of Ireland, Maynooth Co., Kildare, Ireland},
abstract={A system has been developed for providing automated assessment in CS1. During the academic year 2004-2005 this system was evaluated empirically by examining a sample group of students using both the traditional assessment methods and also the automated techniques, four times during the year. A significant correlation was found between the performance in both tests, however the correlation was only strong for students who performed well during the year. To further this study, students were interviewed and asked their opinion on the generated questions. The students offered reasons for the variation in their performance and provided an insight into where the discrepancies lie. We discovered that weaker students were employing rote-learning and using it to score marks in the class exams. As this survey was conducted on paper, a large amount of student roughwork ("doodles") was collected, the analysis of this roughwork is also discussed. © 2006, Australian Computer Society, Inc.},
keywords={Assessment;  First year programming;  Program comprehension},
keywords={Assessment;  Automated assessment;  Automated techniques;  First year programming;  Program comprehension;  Traditional assessment, Automation, Students},
references={Ala-Mutka, K.M., A survey of automated assessment approaches for programming assignments (2005) Computer Science Education, 15 (2), pp. 83-102; Ausubel, D., Novak, J., Hanesian, H., (1978) Educational Psychology: A Cognitive View, , Rinehart & Winston; Bloom, B.S., (1956) Taxonomy of Educational Objectives Handbook 1: Cognitive Domain, , McKay & Co; Carter, J., Ala-Mutka, K., Fuller, U., Dick, M., English, J., Fone, W., Sheard, J., How shall we assess this? (2003) 'ITiCSE-WGR '03: Working group reports from ITiCSE on Innovation and technology in computer science education', pp. 107-123. , ACM Press, New York, NY, USA; Daly, C., Roboprof and an introductory computer programming course (1999) 'ITiCSE '99: Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education, pp. 155-158. , ACM Press, New York, NY, USA; Eisner, M.P., The probability of passing a multiple-choice test (1998) The College Mathematics Journal, 29, pp. 421-247; English, J., Automated assessment of GUI programs using JEWL (2004) 'ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, pp. 137-141. , ACM Press, New York, NY, USA; Higgins, C., Symeonidis, P., Tsintsifas, A., The marking system for coursemaster (2002) 'ITiCSE '02: Proceedings of the 7th annual conference on Innovation and technology in computer science education, pp. 46-50. , ACM Press, New York, NY, USA; Kelly, J.O., Bergin, S., Mooney, A., Ghent, J., Gaughran, P., Dunne, S., An overview of the integration of problem based learning into an existing computer science module (2004) Proceedings of the International Conference on Problem Based Learning; Kirsti Ala-Mutka, T.U., Jrvinen, H.-M., Supporting students in C++ programming courses with automatic program style assessment (2004) Journal of Information Technology Education, 3, pp. 245-262; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) SIGCSE Bull, 36 (4), pp. 119-150; Lister, R., Leaney, J., Introductory programming, criterion-referencing, and Bloom (2003) Proceedings of the 34th SIGCSE technical symposium on Computer science education, pp. 143-147. , ACM Press; Mayer, R.E., The psychology of how novices learn computer programming (1981) ACM Comput. Surv, 13 (1), pp. 121-141; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) SIGCSE Bull, 33 (4), pp. 125-180; Olson, D.M., The reliability of analytic and holistic methods in rating students' computer programs (1988) SIGCSE '88: Proceedings of the nineteenth SIGCSE technical symposium on Computer science education, pp. 293-298. , ACM Press, New York, NY, USA; Sprinthall, R.C., Sprinthall, N.A., Oja, S.N., (1998) Educational Psycholgy, , 7th edn, McGraw-Hill Education; Traynor, D., Gibson, J.P., Synthesis and analysis of automatic assessment methods in CS1: generating intelligent MCQs (2005) 'SIGCSE '05: Proceedings of the 36th SIGCSE technical symposium on Computer science education, pp. 495-499. , ACM Press, New York, NY, USA},
correspondence_address1={Traynor, D.; National University of Ireland, , Kildare, Ireland; email: dtraynor@cs.nuim.ie},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@ARTICLE{Ceddia200433,
author={Ceddia, J. and Dick, M.},
title={Automating the estimation of project size from software design tools using modified function points},
journal={Sixth Australasian Computing Education Conference (ACE2004) Dunedin, New Zealand},
abstract = {Final year students in the Bachelor of Computing complete an industry project where
they work in teams to build an IT system for an external client. Grading projects
in these circumstances is difficult because of the huge variability of projects and
clients. A method of ameliorating some of the variation is to perform a function point
count on the projects. Due to the large number of projects and the changing scope
of projects a method of automatically counting function points has been devised that
uses the output from design tools that students have used. Principally the method
counts use cases and database tables. The method has been successful in that no statistical
difference in function point counts was found regardless of the implementation environments
of systems. However, the first function point count produced during the design phase
resulted in values that are lower than expected. The reason for this is that there
are omissions from the design. The students will perform another at the user testing
stage. The average function point count is 270 with a standard deviation of 130. Currently,
the method also assumes that the students are following a traditional waterfall development
model. The paper discusses two issues (a) proposing a metric for project size and
(b) automating the production of that metric.},
keywords = {Metrics, Computer science education, Software design techniques, Software development process management},
year={2004},
volume={30},
pages={33-39},
note={cited By 3},
source={Scopus},
}


@ARTICLE{Hawick200325,
author={Hawick, K.A. and James, H.A.},
title={Bootstrapping Computer Science in Old North Wales in Proc},
abstract = {We describe our experiences in setting up a new Computer Science department in an
established University within the UK. We drew upon our experiences in teaching Computing
in Australia, the USA and the UK. We discuss cultural differences and constraints
upon us in designing and teaching a BSc in Computer Science. We also relate teaching
and culture bootstrap effects from having to start a whole new department from origins
in an Engineering and Mathematics School. We relate our design decisions and experiences
in setting up teaching and learning methods and appropriate assessment practices for
the rapidly broadening discipline of Computer Science. We also describe our PhD programme
and our early experiences of a taught MSc programme.},
keywords = {computing culture, assessment techniques, teaching and learning methodology, curriculum design},
year={2003},
pages={25-34},
note={cited By 1},
source={Scopus},
}

@CONFERENCE{Barker20006,
author={Barker, S. and Monday, A.},
title={Business students in information systems: Wizards or apprentices?},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={6-11},
doi={10.1145/359369.359371},
note={cited By 4; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898345564&doi=10.1145%2f359369.359371&partnerID=40&md5=6470fbab9da998a66d4fdb0c8087c6a9},
affiliation={School of Accounting and Information Systems, University of South Australia, Elton Mayo Building, North Terrace, Adelaide, SA  5000, Australia},
abstract={There has been a significant change in the needs of our undergraduate business students in the last three to four years as more and more business graduates are developing PC applications for their own use or that of their department or organisation. The traditional business computer literacy subject mat covers an introduction to hardware and software is no longer sufficient to meet the needs of many business graduates. There is ample evidence to suggest mat businesses are only just realising the cost of these non-IS professionals developing applications. This paper discusses a new subject designed to provide students not only with the practical skills necessary to build a small-scale database using a 4GL but also to recognise the wider issues related to end-user development of applications. The paper explores the subject design, how the subject was delivered, whether the students achieved the learning outcomes/graduate qualities, and the current students' perceptions of the subject and its focus. © 2000 ACM.},
keywords={Business students;  Computer literacy;  End-user computing;  End-user developers},
keywords={Computer hardware;  Computers;  Education;  Human computer interaction, Computer literacy;  End user computing;  End user development;  End-user developers;  Hardware and software;  Is professionals;  Learning outcome;  Practical skill, Students},
references={Chan, Y.E., Storey, V.C., The use of spreadsheets in organisations: Determinants and Consequences (1996) Information and Management, 31, pp. 119-134; Edberg, D.T., Bowman, B.J., User-Developed Applications: An Empirical Study of Application Quality and Developer Productivity (1996) Journal of Management Information Systems, 13 (1), pp. 167-185; Hobby, J., Degrees of Excellence (1996) Computer Weekly, 02/08/1996, p. 32; Janvrin, D., Morrison, J., Using a structured design approach to reduce risks in end user spreadsheet development (2000) Information and Management, 37, pp. 1-12; McGill, T.J., (2000) User Developed Applications: Can End Users Assess Quality?, IRMA International Conference: IT Management in the 21st Century, pp. 106-111. , Alaska; Panko, R.R., Survey of Developers, , http://panko.cba.hawaii.edu/ssr/tables/dvelprs.htm], accessed on line 17/7/00 at; Panko, R.R., Halverson, R.P., Jr., (1996) Spreadsheets on Trial: A Survey of Research on Spreadsheet Risks, Proceedings of the Twenty-Ninth Hawaii International Conference on System Sciences, pp. 326-335. , Maui, Hawaii; Rollier, B., The Database Project: Maximizing its Value (1993) Journal of Information Systems Education, 5, p. 2; Ross, J., Ruhleder, K., (1993) Preparing IS Professionals for A Rapidly Changing World; the Challenge for IS Educators Proceedings of the 1993 Conference on Computer Personnel Research, pp. 379-384; Teo, T.S.H., Tan, M., (1999) Spreadsheet Development and 'What-if Analysis: Quantitative Versus Qualitative Errors, Accounting, Management and Information Technology, 9, pp. 141-160; Winter, S.J., Chudoba, K.M., Gutek, B.A., Misplaced resources? Factors associated with computer Literacy among end-users (1997) Information and Management, 32, pp. 29-42},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@ARTICLE{Potgieter2004247,
author={Potgieter, B.C.},
abstract = {Many governments are emphasizing the need to improve ICT skills, research and innovations,
often making special reference to the role of higher education. At the 2003 conference
of NACCQ, several authors reported on change and innovation in ICT teaching. Change
in Higher Education in general continues, as was evident from some of the papers presented
at the 2003 HERDSA conference in New Zealand. This paper explores the ITP sector (Institutes
of Technology and Polytechnics) in New Zealand and selected literature on the management
of change and innovation in higher education in order to formulate recommendations
for managing change, innovation and improvement in the environments with high resource
constraint that most ICT departments find themselves in. We first review the public
exhibition of research in the ITP sector for indications of change and innovation.
Then we consider job descriptions of staff at highly unionised ITP's in New Zealand
as a worst-case scenario, again looking for emphasis on change and innovation. And
finally do we use specific literature on the management of change and innovation in
the ITP sector in order to formulate and explore initiatives that HOD's and ICT staff
should be undertaking while working in the current environment of high resource constraints.},
title={Change and innovation we expect of ICT teaching staff},
journal={Proc. of the 6th Australasian Computing Education Conference},
year={2004},
pages={247-253},
note={cited By 1},
keywords = {change, teaching, innovation},
source={Scopus},
}


@CONFERENCE{NoAuthor1998,
title={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
page_count={209},
note={cited By 0; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029578258&partnerID=40&md5=6410d667051bbd9fd64359d9e7ef7ce0},
abstract={The proceedings contain 27 papers. The topics discussed include: computer & network infrastructure design, installation, maintenance and management - a proposed new competency based curriculum; investigation of tutorials in a core computing subject; peer mentoring female computing students - does it make a difference?; introducing a legal strand in the computer science curriculum; computer science in the new millennium: convergence of the technical, social and ethical; a network model for network management teaching; supporting a diverse group of casual tutors and demonstrators: one size doesn't fit all; undergraduate students and the management-technology interface: a multi-disciplinary education program; web technology as curriculum; consolidate, preserve and build: a tutor training program for a new school; visa: towards a students' green card to automata theory and formal languages; multi-campus teaching using computer networks; where are we? the year 2000 and computer science; automated generation of hypertextual course material from plaintext; authentication strategies for online assessments; some experimental evidence on the educational value of interactive Java applets in web-based tutorials; extending HCI in the computer science curriculum; multimedia delivery of computer programming subjects: basing structure on instructional design; and user interface design and programming for computer science majors.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Review},
source={Scopus},
}

@ARTICLE{Brookes20049,
author={Brookes, W.},
title={Computing theory with relevance},
journal={Proc. ACE2004},
year={2004},
abstract = {In computer science education, the topic of computing theory is one that is commonly
not well received by students. Career-oriented students often view the topic as irrelevant,
and would rather learn new skills and technologies that they perceive will improve
their future employment prospects. This paper outlines an approach that attempts to
blend these two apparent extremes by using "popular" technologies, including XML,
to motivate and illustrate concepts of computing theory in a first-year undergraduate
computing subject.},
keywords = {computer science education, XML, computing theory},
pages={9-13},
note={cited By 3},
source={Scopus},
}

@ARTICLE{Guzdial20093,
author={Guzdial, M.},
title={Contextualized Computing Education of Programming},
journal={Proceedings of the Eleventh Australasian Computing Education Conference (ACE 2009)},
year={2009},
abstract = {One of the most powerful tools for improving success rates in introductory computing
courses is the incorporation of context -- a theme that pervades the computing lectures,
assignments, and examples which relates the content to a concrete application domain.
Contextualized computing education has even allowed us to be successful with challenging
audiences, such as the non-technical major. In this talk, we review why Georgia Tech
has chosen to teach serious computer science to every student on campus, and then
discuss research findings from several schools on the benefits and costs of contextualized
computing education.},
keywords = {Computer science education},
pages={3},
note={cited By 1},
source={Scopus},
}


@ARTICLE{Wells2004,
author={Wells, M.A. and Brook, P.W.},
title={Conversational KM-Student Driven Learning},
journal={Sixth Australasian Computing Education Conference (ACE2004)},
year={2004},
note={cited By 1},
source={Scopus},
abstract = {A conversational method of teaching whereby the students engage each other as a key
part of the learning experience achieves a higher percentage of high grades (and presumably
better knowledge acquisition) than standard teaching practices. Standard teaching
practices mean students often attend lectures to absorb and regurgitate the material
presented during exams to test their understanding. This is what students (especially
undergraduates) appear to understand as learning and the results are often disappointing.
These students do not appear to be able to integrate received information with their
own experience to date to create knowledge. In an attempt to improve this situation,
we established a learning environment for a capstone Information Systems course where
the students were driving their own learning (collaborative learning), within broad
parameters established by the lecturer in charge. A key feature of this learning environment
was a series of conversational workshops within which the students tested their ideas
and concepts through face-to-face and online conversations among themselves. The pedagogy
underpinning this approach is grounded in the belief that having to actively communicate
with peers requires the articulation of current understanding with the view to change
as alternative views are encountered. This paper presents the course content, curriculum
structure, method of instruction and assessment for two years (2001 and 2002), discusses
the approach adopted in terms of a model of collaborative learning, and looks at the
outcomes from those years. For year, 2003 a plan for more structured research was
put in place and that is also outlined.},
keywords = {collaboration, cooperation, knowledge acquisition, knowledge management, Web-based learning, knowledge sharing},
}

@ARTICLE{Sheard2003119,
author={Sheard, J. and Carbone, A. and Dick, M.},
title={Determination of factors which impact on IT students' propensity to cheat},
journal={Proceedings of the Fifth Australasian Computing Education Conference, Adelaide, Australia. CRPIT},
year={2003},
pages={119-126},
note={cited By 20},
source={Scopus},
abstract = {There is a large body of research that indicates the practice of cheating amongst
students in the tertiary sector is widespread. Various studies have also attempted
to determine reasons why students decide to cheat, or not to cheat. Although some
common factors have been identified, there are indications that the level of cheating
varies across disciplines of study, suggesting that there may be factors in specific
learning situations that have influence on a student's propensity to cheat. This paper
reports on two studies, one which investigates the cheating practices of IT students
and their attitudes toward cheating, and the other which investigates the work practices
of IT students. These studies identify particular problems that IT students face in
their learning and give insights into situations which can lead to poor learning practices
and, in the worst cases, cheating.},
booktitle = {Proceedings of the Fifth Australasian Conference on Computing Education - Volume 20},
keywords = {cheating, IT discipline, poor learning tendencies, computer laboratory classes},
}


@ARTICLE{Joyce2004145,
author={Joyce, D. and Young, A.},
title={Developing and implementing a professional doctorate in computing},
journal={Proceedings of the Sixth Australasian Conference on Computing Education-Volume 30 (ACE '04)},
abstract = {This paper describes the processes involved in developing and implementing the Doctor
of Computing (DComp) programme at UNITEC Institute of Technology. It is the first
professional doctorate in computing to be offered in New Zealand and required a rigorous
and prolonged approval and accreditation process, involving a panel of eight people
set up by the New Zealand Qualifications Authority (NZQA). The UNITEC development
team began (in May 2001) by examining various models for professional doctorates from
Australia, England and New Zealand and agreeing on a generic structure that met NZQA
requirements and could be applied to a range of academic disciplines. Generic regulations
and course outlines were drafted by the team and approved by the UNITEC Academic Board
and a 150 page document was sent to NZQA after 12 months of development and refinement.
The approval and accreditation process took another seven months and the programme
commenced in February 2003. The paper concludes by describing the experience of offering
the first of three courses and reflecting on the challenges and rewards of facilitating
learning at the highest level of NZQA's "framework".},
keywords = {professional doctorate, curriculum development, accreditation},
year={2004},
volume={30},
pages={145-149},
note={cited By 1},
source={Scopus},
}

@CONFERENCE{Tolhurst2006213,
author={Tolhurst, D. and Baker, B. and Hamer, J. and Box, I. and Cutts, Q. and de Raadt, M. and Fincher, S. and Haden, P. and Hamilton, M. and Lister, R. and Petre, M. and Robins, A. and Simon and Sutton, K. and Tutty, J.},
title={Do map drawing styles of novice programmers predict success in programming? A multi-national, multi-institutional study},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={213-222},
note={cited By 7; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869017997&partnerID=40&md5=5df57575144bb5eaf1f6712dece113f6},
affiliation={University of New South Wales, Australia; University of Auckland, New Zealand; University of Technology Sydney, Australia; University of Glasgow, United Kingdom; University of Southern Queensland, Australia; University of Kent, United Kingdom; Otago Polytechnic, New Zealand; RMIT University, Australia; University of Technology Sydney, Australia; Open University, United Kingdom; University of Otago, New Zealand; University of Newcastle, Australia; Southern Institute of Technology, New Zealand; Charles Darwin University, Darwin, Australia},
abstract={In this paper, we present the results of one aspect of a multinational, multi-institutional study of computer programming students. Specifically, this paper reports on an exploration of relationships between novice programmers' map-drawing styles (landmark, route or survey) and success in a first programming course at tertiary level. Relationships were found between map-drawing style and success of students in introductory programming courses, but there were mediating factors that resulted in some mixed findings between the countries in which data was collected. The results of this study identify some rich areas for further exploration, and suggests how this line of research might progress. © 2006, Australian Computer Society, Inc.},
keywords={Introductory programming;  Navigation;  Novice programmers;  Way-finding},
keywords={Drawing styles;  Introductory programming;  Introductory programming course;  Novice programmer;  Programming course;  Tertiary levels;  Way-finding, Navigation;  Students, Computer programming},
references={Biggerstaff, T.J., Mitbander, B.G., Webster, D., (1993) The concept assignment problem in program understanding, , Paper presented at the 15th International conference on Software Engineering, Baltimore, Maryland; Cox, A., Fisher, M., O'Brien, P., Theoretical considerations on navigating codespace with spatial cognition (2005) Workshop of the Psychology pf Programming Interest Group, pp. 92-105. , Romero, P., Good, J., Acosta Chaparro, E. and Bryant, S. (eds) 17 th Sussex University, June 2005; Cox, A., Fisher, M., (2004) Navigating codespace: A new direction for spatial cognition research, , Paper presented at the International Society for Human Ethology; Fincher, S., Baker, B., Box, I., Cutts, Q., de Raadt, M., Haden, P., Hamer, J., Tutty, J., Programmed to succeed?: a multi-national, multiinstitutional study of introductory programming courses (2005) Computing Laboratory Technical Report 1-05, , University of Kent, Canterbury, UK; Fincher, S., Petre, M., Tenenberg, J.., Blaha, K.., Bouvier, D., Chen, T.-Y., Chinn, D., VanDeGrift, T., (2004) Cause for Alarm? A multinational, multi-institutional study of student-generated software designs, , Technical Report No. 16-04, Computing Laboratory, University of Kent; Green, T.R.G., (1997) Cognitive approaches to software comprehension: results, gaps and limitations, , Paper presented at the Experimental Psychology in Software Comprehension Studies, Limerick, Ireland; McKnight, C., Dillon, A., Richardson, J., (1991) Hypertext in Context, , Cambridge, UK. Cambridge University Press; Mosemann, R., Wiedenbeck, S., (2001) Navigation and comprehension of programs by novice programmers, , Paper presented at the EEE 9th International Workshop on Program Comprehension (IWPC 2001); Petre, M., Blackwell, A.F., Mental imagery in program design and visual programming (1999) International Journal of Human-Computer Studies, 51 (1), pp. 7-30; Poucet, B., Spatial cognitive maps in animals: New hypotheses on their structure and neural mechanisms (1993) Psychological Review, 100, pp. 163-182; Werner, S., Krieg-Bruckner, B., Mallot, H.A., Schweizer, K., Freksa, C., (1997) Spatial cognition: The role of landmark, route, and survey knowledge in human and robot navigation, , Paper presented at the Informatik Aktuell (Informatik 97), Berlin},
correspondence_address1={Tolhurst, D.; University of New South WalesAustralia; email: d.tolhurst@unsw.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Pears20109,
author={Pears, A.N.},
title={Does quality assurance enhance the quality of computing education?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={9-14},
note={cited By 15; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955069606&partnerID=40&md5=2b6303a245bbda55616c9c013f0f220b},
affiliation={IT Department, Uppsala University, Box 337, 751 05 Uppsala, Sweden},
abstract={Delivery of "quality" education is a major element of the mission statements of the world's tertiary institutions. Quality has emerged as an important academic performance metric and can have significant impact on the reputations of individuals, departments, faculties and institutions. This paper explores quality and quality assurance (QA) from several perspectives, production and manufacturing, service provision and personal growth, relating them to current QA frameworks and practices in computing. © 2010, Australian Computer Society, Inc.},
keywords={Assessment;  Computing education;  Quality},
keywords={Academic performance;  Assessment;  Computing education;  Major elements;  Mission statement;  Personal growth;  Service provisions;  Significant impacts, Image quality;  Quality assurance, Education},
references={Abdullah, F., Measuring service quality in higher education: Hedperf versus servperf (2006) Mar-keting Intelligence & Planning, 24 (1), pp. 31-47; Beggeren, K.-F., Brodeur, D., Crawley, E., Ingemarsson, I., Litant, W., Malmqvist, J., Ustlund, S., CDIO: An international initiative for reforming engineering education (2003) World Trans-actions on Engineering and Technical Education 2, , (1); Berglund, A., Eckerdal, A., Pears, A., East, P., Kinnunen, P., Malmi, L., McCartney, R., Thomas, L., Learning computer science: Perceptions, actions and roles (2009) European Journal of Engineering Education, , C. Baillie & J. Bernhardt, eds, Vol. To Appear, Taylor and Francis; Brodeur, D.R., Crawley, E.F., Cdio and quality assurance: Using the standards for continuous program improvement (2009) Engineering Education Quality Assurance, pp. 211-222. , http://dx.doi.org/10.1007/978-1-4419-0555-017, URL; Buzzell, R., Gale, B., (1987) The PIMS Principles: Linking Strategy to Performance, , The Free Press, New York; Entwistle, N., Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Inuences, and Knowledge Objects (2007) Re-framing the conceptual change approach in learning and instruction, , http://books.google.com/books?hl=sv&lr=&id=qfDhF23azp8C&oi=fnd&pg=PA123&dq=entwistle+2007+conceptual+change&ots=fWeQNnbOM%&sig=IPfC0C7Z0l889-k-U9QuuSw5sOk, S. Vosniadou, A. Baltas & X. Vamvakoussi, eds, Elsevier, Amsterdam, The Netherlands, chapter 11 URL; Gunnarsson, S., Wiklund, I., Svensson, T., Kindgren, A., Granath, S., Large scale use of the cdio syllabus in formulation of program and course goals (2007) Proceedings of the 3rd International CDIO Conference, , MIT, Cambridge, Massachusetts; Hattie, J., Performance indicators in education (1990) Australian Journal of Education, 34 (3), pp. 249-276; Hittman, J., TQM AND CQI IN POSTSECONDARY EDUCATION (1993) QUALITY PROGRESS, 26 (10), pp. 77-80; Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Bower, M., Venables, A., Differing ways that computing academics understand teaching ACE 07 (2007) Proceedings of the ninth Australasian conference on Computing education, pp. 97-106. , Simon, ed., Australian Computer Society, Inc., Darlinghurst, Australia, Australia; Malmqvist, J., Sadurskis, A., Quality assurance of engineering education in sweden (2009) Engineering Education Quality Assurance, pp. 133-143. , http://dx.doi.org/10.1007/978-1-4419-0555-010, URL; Meyer, J., Land, R., Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005) Higher Education, 49 (3), pp. 373-388; Owlia, M.S., Aspinwall, E.M., A framework for the dimensions of quality in higher education (1996) Quality Assurance in Education, 4 (2), pp. 12-20; Owlia, M.S., Aspinwall, E.M., Tqm in higher education - a review (1997) International Journal of Quality and Reliability Management, 14 (5), pp. 527-543; Özdemir, G., Clark, D., (2007), An overview of conceptual change an overview of conceptual change theories; Pears, A., Berglund, A., Eckerdal, A., East, P., Kinnunen, P., Malmi, L., McCartney, R., Thomas, L., Whats the problem?: Teachers experience of student learning successes and failures (2007) Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, number 88 in CRPIT, pp. 207-211. , Australian Computer Society; Sheard, J., Carbone, A., Ict teaching and learning in a new educational paradigm: lecturers perceptions versus students experiences (2007) Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007), pp. 109-117. , http://crpit.com/confpapers/CRPITV88Sheard.pdf, R. Lister & Simon, eds, Vol. 88 of CRPIT, ACS, Koli National Park, Finland URL; Soutar, G., McNeil, M., Measuring service quality in a tertiary institution (1996) Journal of Ed-ucational Administration, 34 (1), pp. 72-82},
correspondence_address1={Pears, A.N.; IT Department, Box 337, 751 05 Uppsala, Sweden; email: arnold.pears@it.uu.se},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Purvis2004269,
author={Purvis, M. and Purvis, M. and Cranfield, S.},
title={Educational experiences from a global software engineering project},
abstract = {Technological advancement in the Internet and other areas of communication have made
the idea of collaborative projects with other people who might be physically located
on separate sites more feasible. There are many benefits that can result from the
wider scope of interactions that is afforded by these developments, such as taking
advantage of available expert resources that might exist in various parts of the world
--- for example in emerging IT centres in India and China. Also, a well-integrated
team made up of a cross-cultural group can be more equipped to meet demands associated
with a heterogeneous market. However there are some problems in getting these disparate
teams to work together effectively. In this paper, we discuss some of the issues that
were encountered during our collaboration with the Technical University of Munich
in running a joint software engineering project that involved the development of a
multi-player online game environment running on multiple platforms on a peer-to-peer
wireless networking environment. We also discuss lessons learned and provide some
recommendations for improving the processes associated with a global software engineering
project.},
keywords = {virtual team collaboration, Global Software Engineering, distributed team},
journal={6th Australasian Computing Education Conference (ACE2004)},
year={2004},
volume={30},
pages={269-275},
note={cited By 9},
source={Scopus},
}

@ARTICLE{Hagan2004119,
author={Hagan, D.},
title={Employer satisfaction with ICT graduates},
journal={Proceedings of the Sixth Australasian Conference on Computing Education},
year={2004},
volume={30},
pages={119-123},
note={cited By 44},
source={Scopus},
abstract = {As part of a study of the teaching of Information and Communications Technology in
Australian universities, employers were surveyed in 2001 to find out how satisfied
they were with graduates of ICT university courses, and what shortcomings they saw
in their education. This paper reports on the findings of that survey. The willingness
of employers to employ university graduates depended very much on the size of the
company. Graduates were seen as generally deficient in a couple of areas (much the
same areas in which employers have been reported as being dissatisfied with graduates
from all disciplines, not specifically ICT), but this had little effect on their employability.},
keywords = {graduate outcomes, employer satisfaction},
}

@ARTICLE{McNamara2004193,
author={McNamara, R.A.},
title={Evaluating assessment with competency mapping},
journal={Proceedings of the Sixth Conference on Australasian Computing Education},
year={2004},
volume={30},
pages={193-199},
note={cited By 3},
source={Scopus},
abstract = {How do we know what students get out of an introductory computer programming course?
Computer programming skills are notoriously difficult to assess fairly and economically.
This paper presents a method---competency mapping---which extracts a better and more
detailed picture of what students actually learn, without requiring them to sit extra
assessment activities. Competency mapping was applied to the set of marks from an
introductory course in computer programming.Insights were gained into the way students
learn computer programming. Guidelines for designing assessment to work better with
competency mapping are also provided, as well as a design for a dedicated competency
mapping tool.},
keywords = {Performance, Software performance, Computer science education, Software selection and adaptation},
}


@ARTICLE{Flint200469,
author={Flint, S. and Gardner, H. and Boughton, C.},
title={Executable/translatable UML in computing education},
journal={Proc. Sixth Australasian Computing Education Conference (ACE2004)},
year={2004},
volume={30},
pages={69-75},
note={cited By 9},
source={Scopus},
abstract = {The Unified Modelling Language (UML) is a diagrammatic notation widely used in the
computing industry and often taught in universities as a way to represent software
requirements specifications and design descriptions. In this paper we identify a number
of problems associated with teaching UML and how we have minimised their impact by
making use of the Executable/Translatable UML (X/T UML). We describe two case studies
that demonstrate the benefits we have gained by using X/T UML in our undergraduate
and graduate teaching programs.},
keywords = {virtual reality, Executable UML, UML, Shlaer-Mellor, education},
}

@ARTICLE{Hamilton2003207,
author={Hamilton, M. and Harland, J. and Padgham, L.},
title={Experiences in teaching computing theory via aspects of problem-based learning},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
volume={20},
pages={207-211},
note={cited By 3},
source={Scopus},
abstract = {Computing Theory is a compulsory subject that many computer science students find
difficult, and for which there is a wide range of abilities and backgrounds amongst
students. In this paper we describe the evolution of this subject at our university
over the past decade, which has resulted in a much more student-centred approach to
learning. This has not only enhanced the learning experience of the students but also
has simplified the development of teaching modes and resources involving on-line replacements
for lectures.},
keywords = {Theory of computation, Computer science education, Information systems education},
}

@ARTICLE{Young2004,
author={Young, S. and McSporran, M.},
title={Facilitating Successful Online Computing Courses While Minimising Extra Tutor Workload},
journal={Proceedings of ACE 2004},
year={2004},
abstract = {A key problem in facilitating a successful online course is the highly time-consuming
nature of the administrative and pedagogical tasks involved. It is also difficult
to achieve a community of learners online, since the lecturer has to overcome the
natural reticence of students to post in shared class spaces. In computing courses
an additional factor is the tendency of some students to work to deadlines rather
than allocating a weekly time for study.This paper suggests constructive methods of
ensuring the success of online computing courses. These include repeating course content
in a variety of integrated media, scheduling or automation of course content, encouraging
weekly student participation and encouraging students to become active members and
contribute to the class.We report results (from 1999--2003) from three undergraduate
and two postgraduate computing courses that each have a significant proportion of
the course taught online using the Learning Management Environments (LMEs), WebCT
and Blackboard CourseInfo. These courses are studied by students with a wide range
of ages, ethnic backgrounds, life and work experiences. We report widely ranging student
participation rates in a variety of online discussions and course exercises and discuss
the contributing factors.To save our valuable time we need strategies to utilise the
automation available to us in the LMEs and to recognise limitations of the LMEs and
opportunities for new strategies.},
keywords = {Learning Management Environments (LMEs), student motivation, Blackboard CourseInfo, online learning, flexible learning, discussion forum, WebCT, bulletin board},
volume={30},
note={cited By 1},
source={Scopus},
}



@ARTICLE{Lister2003221,
author={Lister, R. and Leaney, J.},
title={First year programming: Let all the flowers bloom},
abstract = {We describe our criterion-referenced grading scheme for a first year programming subject,
which has been designed to allow all participating students to achieve their full
potential. Traditional norm-referenced grading schemes, where all students work on
the same assessment tasks, result in tasks that may be effective for the middle-achieving
student, but the tasks do not allow the weakest students to engage effectively, nor
do these tasks stretch the strongest students. Our criterion-referenced scheme uses
a mix of several assessment strategies to overcome this problem. The strategies have
been used before in traditional assessment environments, but in isolation, whereas
we combine the strategies into a coherent, explicit grading philosophy based on Bloom's
taxonomy.},
keywords = {criterion-referencing, Bloom's taxonomy, first year programming},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
number={1956},
pages={221-230},
note={cited By 37},
source={Scopus},
}


@ARTICLE{Daniels200457,
author={Daniels, M. and Berglund, A. and Pears, A. and Fincher, S.},
title={Five myths of assessment},
abstract = {This paper describes some issues concerning assessment and the corresponding motivation
for students to work in a desired manner. The issues came from studying assessment
in the Runestone project, but are, as we see them, of general interest. Our findings
illustrate the need to not take the effects of assessment, nor what it measures, for
granted. It is our intention to promote Computer Science Education research as an
essential area for improving our education, in this case by exposing myths about assessment
as myths.},
keywords = {Computer Science Education, assessment},
journal={ACE '04: Proceedings of the Sixth Conference on Australasian Computing Education},
year={2004},
volume={30},
pages={57-61},
note={cited By 11},
source={Scopus},
}


@ARTICLE{Goodwin2004,
author={Goodwin, R and Williams, N},
title={Flexible learning: Maximising flexibility in a subject with large student numbers},
journal={Australasian Computing Education Conference (ACE2004)},
year={2004},
abstract = {In providing the introductory computing subject (topic) Information Technology 1A
to approximately 800 students per annum in three different modes, a number of delivery
mechanisms have been used to give additional flexibility to the way in which students
can learn. In particular the components of the subject materials have been presented
in five different formats with the students able to use a combination of formats that
best suits their needs. In this paper the formats used are discussed, then the issues
involved in producing the materials in these five formats, and finally the evaluation
of the materials by the students.},
keywords = {evaluation of teaching, IT education, flexible learning, flexible delivery, undergraduate teaching},
note={cited By 1},
source={Scopus},
}

@ARTICLE{Sheard2004291,
author={Sheard, J. and Carbone, A.},
title={From Informal to Formal: Creating the Australasian Computing Education Community},
journal={Proceedings of the 6th Australasian Computing Education conference (ACE 2004)},
year={2004},
abstract = {The advent of Web technology has enabled new ways in which groups of people may interact,
leading to the development of online communities. In an academic environment these
virtual communities can facilitate collaboration and provide new ways for educators
to communicate and disseminate their ideas and practices. A website designed to support
a community of educators interested in scholarship and research in computing education
has been developed. We have called this the Australasian Computing Education Community
website. In deciding to build an online environment for the Australasian Computing
Education Community the challenge we faced was in designing a facility that the members
would find useful. In doing this we needed to consider the needs of the Community
and the purpose that the website would fulfill. In this paper we explore the concept
of community and present an online environment that will facilitate the development
of the Australasian Computing Education Community, providing ongoing support for their
scholarship and research in computing education.},
keywords = {research, scholarship, community, computing education},
pages={291-298},
note={cited By 2},
source={Scopus},
}

@ARTICLE{Caspersen200034,
author={Caspersen, M.E. and Christensen, H.B.},
title={Here, there and everywhere - On the recurring use of turtle graphics in CS1},
journal={Proceedings of the Fourth Australasian Computing Education Conference, ACE 2000},
year={2000},
pages={34-49},
abstract = {The Logo programming language implements a virtual drawing machine—the turtle machine.
The turtle machine is well-known for giving students an intuitive understanding of
fundamental procedural programming principles. In this paper we present our experiences
with resurrecting the Logo turtle in a new object-oriented way and using it in an
introductory object-oriented programming course. While, at the outset, we wanted to
achieve the same qualities as the original turtle (understanding of state, control
flow, instructions) we realized that the concept of turtles is well suited for teaching
a whole range of fundamental principles. We have successfully used turtles to give
students an intuitive understanding of central object-oriented concepts and principles
such as object, class, message passing, behaviour, object identification, subclasses
and inheritance; an intuitive understanding of recursion; and to show students the
use of abstraction in practice as the turtles at a late stage in the course becomes
a handy graphics library used in a context otherwise unrelated to the turtles.},
keywords = {Computer science education, Object oriented languages},
note={cited By 29},
source={Scopus},
}


@CONFERENCE{Nandi2011125,
author={Nandi, D. and Hamilton, M. and Harland, J. and Warburton, G.},
title={How active are students in online discussion forums?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={125-133},
note={cited By 22; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872815285&partnerID=40&md5=75e4ac4b47e2428c814b74f6ac28d270},
affiliation={School of Computer Science and Information Technology, RMIT University, Melbourne 3000, Australia},
abstract={The role of discussion forums is an essential part of online courses in tertiary education. Activities in discussion forums help learners to share and gain knowledge from each other.. In fully online courses, discussion forums are often the only medium of interaction. However, merely setting up discussion forums does not ensure that learners interact with each other actively and investigation into the type of participation is required to ensure quality participation. This paper provides a general overview of how fully online students participate in discussion forums and the correlation between their activity online and achievement in terms of grades. The main benefit of this research is that it provides a benchmark for the trend of participation expected of the fully online introductory information technology and programming students. Investigating the participation and the factors behind online behaviour can provide guidelines for continual development of online learning systems.. The results of the data analysis reveal that a high number of students are not accessing or posting in the discussion board. Results also show that there is a correlation between activity of students' in online forums and the grades they achieve. Discussion about the findings of data analysis and the lessons learned from this research are presented in this paper. © 2011, Australian Computer Society, Inc.},
keywords={Assessment;  Asynchronous discussion forums;  Diversity;  Online activity;  Online learning system},
keywords={Assessment;  Asynchronous discussion forums;  Diversity;  Online activities;  Online learning systems, E-learning;  Information technology;  Learning systems, Students},
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Phillips (Eds), Perth, 5-8 December, accessed 1/8/09; Berner, R.T., The benefits of discussion board discussion in a literature of journalism course (2003) The Technology Source, , http://ts.mivu.org/default.asp?show=article&id=1036, Sep/Oct; Bradshaw, J., Hinton, L., Benefits of an online discussion list in a traditional distance education course (2004) Turkish Online Journal of Distance Education, 5 (3). , http://tojde.anadolu.edu.tr/tojde15/articles/hinton.htm; Brown, A., Campione, J., Psychological theory and design of innovative learning environments: on procedures principles and systems (1996) Innovations in learning: new environments for education, pp. 289-325. , L. Schauble & R. Glaser (Eds.), Mahwah, NJ: Erlbaum; Burkett, R., Leard, C., Spector, B., Using an Electronic Bulletin Board in Science Teacher Education: Issues and Trade-offs (2004) The Journal of Interactive Online Learning, 3 (1), pp. 1-9; Chang, V., Fisher, D., The Validation and Application of a New Learning Environment Instrument to Evaluate Online Learning in Higher Education (2001) Australian Association for Research in Education, , http://www.aare.edu.au/01pap/cha01098.htm, Paper presented at the Fremantle, 2-6 December. Accessed 1/8/09 from; Dede, C., The evolution of distance education: Emerging technologies and distributed learning (1996) American Journal of Distance Education, 10 (2), pp. 4-36; Dengler, M., Classroom active learning complemented by an online discussion forum to teach sustainability (2008) Journal of Geography in Higher Education, 32 (3), pp. 481-494. , 2008; Farmer, J., Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments (2004) Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, pp. 274-283. , http://www.ascilite.org.au/conferences/perth04/procs/farmer.html, R. Atkinson, C, McBeath, D. Jonas-Dwyer & Phillips, R (Eds), Perth, 5-8 December, accessed 1/8/09; Gerbic, P., To post or not to post: Undergraduate student perceptions about participating in online discussions (2006) Who's learning? Whose technology?, , http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p124.pdf, accessed 1/8/09, Proceedings ascilite Sydney 2006; Guzdial, M., Carroll, K., Explaining the lack of dialogue in computer-supported collaborative learning (2002) Computer Supported Collaborative Learning Conference, , http://newmedia.colorado.edu/cscl/18.html, Paper presented at the CSCL 2002 accessed 1/8/09; Ho, S., (2002) Evaluating students' participation in online discussions, , Paper presented at the Australian World Wide Web Conference (AUSWEB), Sunshine Coast, Queensland, Australia; Laurillard, D., (2002) Rethinking university teaching: a framework for the effective use of learning technologies, , (2nd Ed.) London and New York: Routledge; Lechner, S.K., Evaluation of Teaching and Learning Strategies (2001) Medical Education Online, 6 (4); Leh, A., Action Research on Hybrid Courses and their Online Communities (2002) Education Media International, 39 (1), pp. 31-38; Levine, S., (2007) The Online Discussion Board. New Directions for Adult and Continuing Education, (113), pp. 67-74. , vol 2007; Maor, D., Volet, S., Interactivity in professional learning: a review of research based studies (2007) Australasian journal of educational technology, 23 (2), pp. 227-247; Piguet, A., Peraya, D., Creating Webintegrated learning environments: An analysis of WebCT authoring tools in respect to usability (2000) Australian Journal of Educational Technology, 16 (3), pp. 302-314; Pask, G., Minds and media in education and entertainment: some theoretical comments illustrated by the design and operation of a system exteriorizing and manipulating individual these (1975) Progress in cybernetics and systems research, 4, pp. 38-50. , R. Trappl & G. Pask (Eds.), Washington and London: Hemisphere; Poole, D., Student Participation in a Discussion-Oriented Online Course: A Case Study (2000) Journal of Research on Computing in Education, 33 (2), pp. 162-177; Ramsden, P., (2003) London: Kogan Page, , Learning to teach in higher education; Rovai, P.A., Building sense of community at a distance (2002) International Review of Research in Open and Distance Learning, , http://www.irrodl.org/content/v3.1/rovai.html; Russo, T., Benson, S., Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning (2005) Educational Technology & Society, 8 (1), pp. 54-62; Salmon, G., (2003) E-tivities: The key to active online learning, , London: Kogan Page; Seo, K., Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation (2007) The American Journal of Distance Education, 21 (1), pp. 21-36; Tallent-Runnels, M., Thomas, J., Lan, W., Cooper, S., Ahern, T., Shaw, S., Liu, X., Teaching Courses Online: A Review of the Research (2006) Review of Educational Research, 76 (1), pp. 93-135; Thompson, J., (2007) Is Education 1 0 ready for Web 2. 0 students?, 3 (4). , http://www.innovateonline.info/index.php?view=article&id=393, Innovate. Accessed August 10, 2010; Sher, A., Assessing the relationship of studentinstructor and student-student interaction to student learning and satisfaction in Web-based Online Learning Environment (2009) Journal of Interactive Online Learning, 8 (2). , Summer 2009; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers and Education, 34, pp. 177-193. , http://www.ascilite.org.au/conferences/perth04/procs/farmer.html, Phillips, R (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 274-283). Perth, 5-8 December. (2000), accessed 1/8/09; Sheard, J., Ceddia, J., Hurst, J., Tuovinen, J., Inferring Student Learning Behavior from Website Interactions: A Usage Analysis (2003) Education and Information Technologies, 8 (3), pp. 245-266. , 2003 Kluwer Academic Publishers. Manufactured in the Netherlands 2003; Sheard, J., Ramakrishnan, S., Miller, J., Modeling learner and educator interactions in an electronic learning community (2003) Australian Journal of Educational Technology, 2003 (2), pp. 211-226; Weaver, C., (2005) What encourages student participation in online discussions?, , Unpublished PhD thesis, University of Southern Queensland, Towomba, Australia; Wellman, B., The network community: An introduction to networks in the global village (1999) Networks in the Global Village, pp. 1-48. , Wellman, B. (Ed.) Boulder, CO: Westview Press; Zhu, E., Mcknight, R., (2001), http://www.fgcu.edu/onlinedesign/, Principles of online design, Accessed July 20 2008 from Florida Gulf Coast University Office of Instructional Technology Web site},
correspondence_address1={Nandi, D.; School of Computer Science and Information Technology, , Melbourne 3000, Australia; email: dip.nandi@cs.rmit.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Cardell-Oliver201155,
author={Cardell-Oliver, R.},
title={How can software metrics help novice programmers?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={55-62},
note={cited By 20; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872764467&partnerID=40&md5=eadce2eea416ba1ab391481b7d6dd990},
affiliation={School of Computer Science and Software Engineering, The University of Western Australia, M002, 35 Stirling Highway, Crawley, WA, 6009, Australia},
abstract={Many computing education studies have reported poor learning outcomes in programming courses for novices. Yet methods for measuring students' ability to generate computer programs remains an open research problem. In this paper we review some limitations of existing approaches for assessing student programs. We then propose a set of valid and reliable metrics for the direct measurement of novices' program code. Distributions of each metric are given for student populations. The metrics can be utilised for both diagnostic and formative assessment. Examples of formative assessments are given and a new diagnostic metric is presented for Perkins' "stoppers" and "movers" learning styles. This metric captures the multi-dimensional distance of a student's program from a target solution. The metric can be used by instructors to triage a large set of submissions and to tailor formative feedback to individuals. © 2011, Australian Computer Society, Inc.},
keywords={Computing education;  Diagnostic metric;  Direct measurement;  Formative assessment;  Learning outcome;  Learning Style;  Novice programmer;  Perkins;  Program code;  Programming course;  Research problems;  Software metrics;  Student populations;  Target solution, Students},
references={Ala-Mutka, K., A survey of automated assessment approaches for programming assignments (2005) Journal of Computer Science Education, 15 (2), pp. 83-102.; Crisp, G., Raising the profile of diagnostic, formative and summative e-assessments (2008) providing e-assessment design principles and disciplinary examples for higher education academic staff, , http://www.altc.edu.au/resource-raising-profile-eassessments-crisp-adelaide-2008, online. Retrieved February 2010. URL; Decker, A., (2007) How students measure up: An assessment instrument for introductory computer science, , PhD thesis, The State University of New York at Buffalo, USA; Fenton, N.E., Pfleeger, S.L., (1998) Software Met-rics: A Rigorous and Practical Approach, , PWS Publishing Co., Boston, MA, USA; Kitchenham, B., Pfleeger, S., Fenton, N., Towards a framework for software measurement validation (1995) IEEE Transactions on Software Engi-neering, 21 (12), pp. 929-944; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) SIGCSE Bull., 36 (4), pp. 119-150; Lister, R., Leaney, J., First year programming: Let all the flowers bloom (2003) Fifth Australasian Computing Education Conference (ACE2003), 20, pp. 221-230. , T. Greening & R. Lister, eds, of CRPIT, ACS, Adelaide, Australia; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year cs students (2001) SIGCSE Bull., 33 (4), pp. 125-180; Morris, D., Automatic grading of student's programming assignments: an interactive process and suite of programs (2003) 33rd Annual Frontiers in Education, 3 (S3F), pp. 1-6. , vol.3; Perkins, D., Hancock, C., Hobbs, R., Martin, F., Simmons, R., Conditions of learning in novice programming, in 'Studying the Novice Programmer (1989) Lawrence Erlbaum Associates, pp. 261-279. , New Jersey; Robins, A., Learning edge momentum: a new account of outcomes in CS1 (2010) Computer Science Education, 20 (1), pp. 37-71; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Journal of Computer Science Ed-ucation, 13 (2), pp. 137-172},
correspondence_address1={Cardell-Oliver, R.; School of Computer Science and Software Engineering, M002, 35 Stirling Highway, Crawley, WA, 6009, Australia; email: rachel.cardell-oliver@uwa.edu.au},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Sheard2013146,
author={Sheard, J. and Simon and Carbone, A. and Chinn, D. and Clear, T. and Corney, M. and D'Souza, D. and Fenwick, J. and Harland, J. and Laakso, M.-J. and Teague, D.},
title={How difficult are exams? A framework for assessing the complexity of introductory programming exams},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={146-154},
note={cited By 12; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014715976&partnerID=40&md5=cba9d82a4cf739d03c15f3d420f19b5c},
affiliation={Monash University, Australia; University of Newcastle, Australia; University of Washington, Tacoma, United States; Auckland University of Technology, New Zealand; Queensland University of Technology, Australia; RMIT University, Australia; University of Queensland, Australia; University of Turku, Finland},
abstract={Student performance on examinations is influenced by the level of difficulty of the questions. It seems reasonable to propose therefore that assessment of the difficulty of exam questions could be used to gauge the level of skills and knowledge expected at the end of a course. This paper reports the results of a study investigating the difficulty of exam questions using a subjective assessment of difficulty and a purpose-built exam question complexity classification scheme. The scheme, devised for exams in introductory programming courses, assesses the complexity of each question using six measures: external domain references, explicitness, linguistic complexity, conceptual complexity, length of code involved in the question and/or answer, and intellectual complexity (Bloom level). We apply the scheme to 20 introductory programming exam papers from five countries, and find substantial variation across the exams for all measures. Most exams include a mix of questions of low, medium, and high difficulty, although seven of the 20 have no questions of high difficulty. All of the complexity measures correlate with assessment of difficulty, indicating that the difficulty of an exam question relates to each of these more specific measures. We discuss the implications of these findings for the development of measures to assess learning standards in programming courses. © 2013, Australian Computer Society, Inc.},
keywords={Assessment;  CS1;  Examination papers;  Introductory programming;  Quality;  Question complexity;  Question difficulty;  Standards},
keywords={Classification (of information);  Image quality;  Standards, Assessment;  Introductory programming;  Introductory programming course;  Linguistic complexity;  Question complexity;  Question difficulty;  Subjective assessments;  Substantial variations, Curricula},
references={Anderson, L.W., Sosniak, L.A., Excerpts from the "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain (1994) Bloom's Taxonomy: A Forty Year Retrospective, pp. 9-27. , In L. W. Anderson & L. Sosniak, A. (Eds.). Chicago, Illinois, USA: The University of Chicago Press; (2011) Assessment of Higher Education Learning Outcomes (AHELO), , http://www.acer.edu.au/aheloau, Retrieved 24 August, 2012; Banerjee, M., Capozzoli, M., McSweeney, L., Sinha, D., (1999) Beyond kappa: a review of interrater agreement measures, , Canadian Journal of Statistics, 27, 3-23; Bexley, E., James, R., Arkoudis, S., (2011) The Australian academic profession in transition, , Canberra: Department of Education, Employment and Workplace Relations, Commonwealth of Australia; Braarud, P., Subjective task complexity and subjective workload: Criterion validity for complex team tasks (2001) International Journal of Cognitive Ergonomics, 5 (3), pp. 261-273; Cameron, I., Hadgraft, R., (2010) Engineering and ICT Learning and Teaching Academic Standards Statement, , Strawberry Hills, NSW, Australia: Australian Learning and Teaching Council; Campbell, D., Task complexity: A review and analysis (1988) Academy of Management Review, 13 (1), pp. 40-52; Carbone, A., (2007) Principles for Designing Programming Tasks: How task characteristics influence student learning of programming, , PhD, Monash University, Melbourne, Australia; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Simon, B., Thompson, E., (2008) Reliably classifying novice programmer exam response using the SOLO taxonomy, , Paper presented at the 21st Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2008), Auckland, New Zealand; Coates, H., Edwards, D., (2008) The 2008 Graduate Pathways Survey, , Canberra: Department of Education, Employment and Workplace Relations, Commonwealth of Australia; Crisp, G., Barrie, S., Hughes, C., Bennison, A., (2012) How can I tell if I am assessing learning outcomes appropriately?, , http://conference.herdsa.org.au/2012/, Paper presented at the Higher Education Research and Development Society of Australasia (HERDSA), Macquarie Hotel, Hobart; Dale, N., Most difficult topics in CS1: Results of an online survey of educators (2006) inroads-The SIGCSE Bulletin, 38 (2), pp. 49-53; Evans, C., (2011) Professor Alan Robson to take on key higher education quality role Media Release, , http://ministers.deewr.gov.au/evans/professor-alan-robson-take-key-higher-education-quality-role, Retrieved 24 August, 2012; Gluga, R., Kay, J., Lister, R., Kleitman, S., Lever, T., (2012) Coming to terms with Bloom: An online tutorial for teachers of programming fundamentals, , Paper presented at the 14th Australasian Computing Education conference, Melbourne, Australia; Goldfinch, T., Carew, A.L., Gardner, A., Henderson, A., McCarthy, T., Thomas, G., (2008) Cross-institutional comparison of mechanics examinations: A guide for the curious, , Paper presented at the Australasian Association for Engineering Education conference (AAEE), Yeppoon; Haerem, T., Rau, D., The influence of degree of expertise and objective task complexity on perceived task complexity and performance (2007) Journal of Applied Psychology, 92 (5), pp. 1320-1331; Hattie, J., Purdie, N., The SOLO model: Addressing fundamental measurement issues (1998) Teaching and Learning in Higher Education, pp. 145-176. , In M. Turpin (Ed.). Camberwell, Victoria, Australia: ACER Press; Lister, R., Corney, M., Curran, J., D'Souza, D., Fidge, C., Gluga, R., Hamilton, M., Teague, D., (2012) Toward a shared understanding of competency in programming: An invitation to the BABELnot project, , Paper presented at the 14th Australasian Computing Education conference, Melbourne, Australia; Lopez, M., Whalley, J., Robbins, P., Lister, R., (2008) Relationships between reading, tracing and writing skills in introductory programming, , Paper presented at the Fourth International Computing Education Research workshop (ICER 2008), Sydney, Australia; Mennin, S., (2007) Small-group problem-based learning as a complex adaptive system, , Teaching and Teacher Education, 23, 303-313; Morrison, B., Clancy, M., McCartney, R., Richards, B., Sanders, K., (2011) Applying data structures in exams, , Paper presented at the 42nd ACM Technical Symposium on Computer Science Education (SIGCSE'11), Dallas, Texas, USA; Petersen, A., Craig, M., Zingaro, D., (2011) Reviewing CS1 exam question content, , Paper presented at the 42nd ACM Technical Symposium on Computer Science Education (SIGCSE'11), Dallas, Texas, USA; Schulte, C., Bennedsen, J., (2006) What do teachers teach in introductory programming?, , Paper presented at the Second International Computing Education Research workshop (ICER'06), Canterbury, UK; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J., (2008) Going SOLO to assess novice programmers, , Paper presented at the 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'08), Madrid, Spain; Sheard, J., Simon Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., (2011) Exploring programming assessment instruments: a classification scheme for examination questions, , Paper presented at the Seventh International Computing Education Research workshop (ICER 2011), Providence, Rhode Island, USA; Simon, K., (2011) Assignment and sequence: why some students can't recognise a simple swap, , Paper presented at the 10th Koli Calling International Conference on Computing Eduction research, Finland; Simon Sheard, J., Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., de Raadt, M., D'Souza, D., Warburton, G., (2012) Introductory programming: Examining the exams, , Paper presented at the 14th Australasian Computing Education conference, Melbourne, Australia; Simon Sheard, J., Carbone, A., D'Souza, D., Harland, J., Laakso, M.-J., (2012) Can computing academics assess the difficulty of programming examination questions?, , Paper presented at the 11th Koli Calling International Conference on Computing Education Research, Finland; Simon, B., Clancy, M., McCartney, R., Morrison, B., Richards, B., Sanders, K., (2010) Making sense of data structure exams, , Paper presented at the Sixth International Computing Education Research workshop (ICER 2010), Aarhus, Denmark; Stahl, E., Pieschl, S., Bromme, R., Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study (2006) Journal of Educational Computing Research, 35 (4), pp. 319-338; Sweller, J., Cognitive load during problem solving (1988) Effects on learning. Cognitive Science, 12 (2), pp. 257-285; (2012) Higher Education Standards Framework, , http://www.teqsa.gov.au/higher-education-standards-framework; Thompson, E., Luxton-Reilly, A., Whalley, J., Hu, M., Robbins, P., (2008) Bloom's taxonomy for CS assessment, , Paper presented at the 10th Australasian Computing Education Conference (ACE 2008), Wollongong, Australia; Williams, G., Clarke, D., (1997) Mathematical task complexity and task selection, , Paper presented at the Mathematical Association of Victoria 34th Annual Conference-'Mathematics: Imagine the Possibilities', Clayton, Victoria, Australia},
editor={Carbone A., Whalley J.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Whalley2014105,
author={Whalley, J. and Kasto, N.},
title={How difficult are novice code writing tasks? A software metrics approach},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={105-112},
note={cited By 14},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984918706&partnerID=40&md5=7f33d9d946eaa7e02945ba6f57ff1071},
affiliation={School of Computing and Mathematic Sciences, AUT University, Auckland, New Zealand},
abstract={In this paper we report on an empirical study into the use of software metrics as a way of estimating the difficulty of code writing tasks. Our results indicate that software metrics can provide useful information about the difficulties inherent in code writing in first year programming assessment. We conclude that software metrics may be a useful tool to assist in the design and selection of questions when setting an examination. © 2014, Australian Computer Society, Inc.},
keywords={assessment;  code writing;  novice programmers;  software metrics},
keywords={Encoding (symbols), assessment;  Code-writing;  Empirical studies;  First year programming;  Novice programmer;  Software metrics, Codes (symbols)},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Longman; Biggs, J.B., Collis, K.F., (1982) Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome), , New York. Academic Press; Bloom, B.S., Taxonomy of Educational Objectives (1956) Handbook: Cognitive Domain, 1. , Addison Wesley; Börstler, J., Caspersen, M.E., Nordström, M., (2007) Beauty and the Beast - Toward a Measurement Framework for Example Program Quality, , Technical Report, Department of Computing Science, Umeå University; Cardell-Oliver, R., How can Software Metrics Help Novice Programmers? (2011) Proc. of the 13th Australasian Computing Education Conference (ACE 2011), pp. 55-62. , Perth, Australia; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Reliably Classifying Novice Programmer Exam Responses using the SOLO Taxonomy (2008) Proc. 21st Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2008), pp. 23-30. , Auckland, New Zealand; Gluga, R., Kay, J., Lister, R., Kleitman, S., Lever, T., Coming to terms with Bloom: an online tutorial for teachers of programming fundamentals (2012) Proc. 14th Australasian Computing Education Conference (ACE 2012), pp. 147-156. , Melbourne, Australia; Elliott Tew, A., (2010) Assessing fundamental introductory computing concept knowledge in a language independent manner, , PhD dissertation, Georgia Institute of Technology, USA; Flesch, R., A new readability yardstick (1948) Journal of Applied Psychology, 32, pp. 221-233; Fuller, U., Johnson, C.G., Ahoniemi, T., Cukierman, D., Hernán-Losada, I., Developing a Computer Science-specific Learning Taxonomy (2007) ACM SIGCSE Bulletin, 39 (4), pp. 152-170; Halstead, M.H., (1977) Elements of Software Science (Operating and Programming Systems Series), , New York, NY, USA, Elsevier Science Inc; Kasto, N., Whalley, J., Measuring the difficulty of code comprehension tasks using software metrics (2013) Proc of the 15th Australasian Computer Education Conference (ACE 2013), pp. 57-66. , Adelaide, Australia; Kincaid, J.P., Fishburne, R.P., Jr., Rogers, R.L., Chissom, B.S., (1975) Derivation of new readability formulas (Automated Readability Index, Fog Count and Flesch Reading Ease Formula) for Navy enlisted personnel, , http://digitalcollections.lib.ucf.edu/u?/IST, Research Branch Report 8-75, Millington, TN: Naval Technical Training, U. S. Naval Air Station, Memphis, TN., 26253. Accessed 15 August 2013; Lister, R., Clear, T., Simon, B., Bouvier, D.J., l Carter, P., Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer (2009) SIGCSE Bulletin, 41 (4), pp. 156-173; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., Learning Computer Science Concepts with Scratch (2010) Proc. of the 6th international workshop on Computing Education Research (ICER10), pp. 69-76. , Aaarhus, Denmark; McCabe, T., A Software Complexity Measure (1976) IEEE Transactions on Software Engineering, SE2 (4), pp. 308-320; Magel, K., Regular expressions in a program complexity metric (1981) Sigplan Notices-SIGPLAN, 16 (7), pp. 61-65; Piwowarski, P., A nesting level complexity measure (1982) Sigplan Notices-SIGPLAN, 17 (9), pp. 44-50; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Computer Science Education, 13 (2), pp. 137-172; (2013), http://publib.boulder.ibm.com/infocenter/ieduasst/rtnv1r0/index.jsp?topic=/com.ibm.iea.rsar/plugin_types.html, Last accessed 8 August; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J.L., Going SOLO to assess novice programmers (2008) Proc. of the 13th annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE'08), pp. 209-213. , Madrid, Spain; Shepperd, M., A critique of cyclomatic complexity as a software metric (1988) Software Engineering Journal, 3 (2), pp. 30-36; Shuhidan, S., Hamilton, M., D'Souza, D., A taxonomic study of novice programming summative assessment (2009) Conferences in Research and Practice in Information Technology, 95, pp. 147-156; Simon, B., Lopez, M., Sutton, K., Clear, T., Surely we must learn to read before we learn to write! (2009) Conferences in Research and Practice in Information Technology, 95, pp. 165-170; Starsinic, K., Perl Style (1998) The Perl Journal, 3 (3). , http://www.foo.be/docs/tpj/issues/vol3_3/tpj0303-0006.html, Fall 1998; Thompson, E., Luxton-Reilly, A., Whalley, J., Hu, M., Robbins, P., Bloom's Taxonomy for CS assessment (2008) Conferences in Research and Practice in Information Technology, 78, pp. 155-162; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Australian Computer Science Communications, 52, pp. 243-252; Whalley, J., Clear, T., Robbins, P., Thompson, E., Salient Elements in Novice Solutions to Code Writing Problems (2011) Conferences in Research and Practice in Information Technology, 114, pp. 37-46},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{SoosaiRaj201897,
author={Soosai Raj, A.G. and Patel, J.M. and Naik, V. and Halverson, R.},
title={How to Teach “Modern C++” to Someone who Already Knows Programming?},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={97-104},
doi={10.1145/3160489.3160503},
note={cited By 2; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042117620&doi=10.1145%2f3160489.3160503&partnerID=40&md5=ff8d14915031a72ea3be55f7cb3544b2},
affiliation={Department of Computer Sciences and Education, University of Wisconsin-Madison, United States; Department of Computer Sciences, University of Wisconsin-Madison, United States; Department of Computer Sciences, University of Wisconsin-Madison, United States; Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, United States},
abstract={e C++ programming language has undergone major changes since the introduction of C++11. ‘Modern C++,’ dened here as C++11 and beyond, can be viewed as a new language compared to C++98 (the version of C++ introduced in 1998). Many new features have been added to modern C++, including lambda expressions and automatic type deduction. e standard library has also been dramatically updated with constructs such as std::unordered set and smart pointers. e traditional way of teaching C++ by rst teaching C’s low-level features, such as raw pointers and char * strings, is potentially ineective when teaching modern C++. Based on this hypothesis, we updated the way in which we teach C++ at UW-Madison by teaching the most important high-level features (containers, iterators, and algorithms) rst, and introducing the low-level features (raw pointers, dynamic memory management, etc.) only when they are necessary. In this paper, we present our experiences teaching modern C++ with this top-down approach. We nd that with our new approach, students’ perceptions about learning C++ are largely positive.},
keywords={Course experiences;  Modern C++ pedagogy;  Ordering of topics;  Problem-oriented approach;  Syllabus design;  Top-down approach},
keywords={Curricula;  Education;  Education computing;  High level languages;  Storage allocation (computer);  Teaching, Course experiences;  Modern C++ pedagogy;  Ordering of topics;  Problem-oriented approach;  Top down approaches, C++ (programming language)},
references={(2010) Keith Schwarz’S C++ Course Reader, , hp://web.stanford.edu/class/cs106l/handouts/fullcoursereader.pdf, 2010; (2015) David Kieras’S Using C++ Lambdas, , hp://umich.edu/?eecs381/handouts/Lambda.pdf, 2015; (2015) David Kieras’S Using C++ Smart Pointers, , hps://isocpp.org/blog/category/video-on-demand, 2015; (2017) Erase-Remove Idiom in C++, , hps://en.wikipedia.org/wiki/Erase-removeidiom, 2017; (2017) ISOCPP’S C++ Videos, , hps://isocpp.org/blog/category/video-on-demand, 2017; (2017) Meeting C++ Videos, , hp://meetingcpp.com, /. 2017; Ivaylo, Experience in teaching C++ 11 within the undergraduate informatics curriculum (2013) Informatics in Education-An International Journal, (1), pp. 59-79. , Donchev. Vol12 2013; Gregory, K., (2015) Stop Teaching C, , hps://www.youtube.com/watch?v=YnWhqhNdYyk&t=2002s, 2015; Howe, E., Ornton, M., Weide, B.W., Components-rst approaches to CS1/CS2: Principles and practice (2004) ACM SIGCSE Bulletin, 36 (1), pp. 291-295. , 2004; Koenig, A., Moo, B., (2000) Accelerated C++: Practical Programming by Example, , Pearson Education India; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 1: Goals and principles (2000) JOOP-Journal of Object-Oriented Programming, 13 (7), pp. 44-47. , 2000; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 2: Two interesting decisions (2000) JOOP-Journal of Object-Oriented Programming, 13 (8), pp. 36-40. , 2000; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 3: E rst data structures (2001) JOOP-Journal of Object-Oriented Programming, 13 (9), pp. 35-38. , 2001; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 4: Emphasizing the library (2001) JOOP-Journal of Object-Oriented Programming, 13 (10), pp. 25-27. , 2001; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 5: Working with strings (2001) JOOP-Journal of Object-Oriented Programming, 13 (11), pp. 29-32. , 2001; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 6: Analyzing Strings (2001) JOOP-Journal of Object-Oriented Programming, 13 (12), pp. 29-32. , 2001; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 7: Payback time (2001) JOOP-Journal of Object-Oriented Programming, 14 (1), pp. 36-40. , 2001; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 8: An interesting revision (2001) JOOP-Journal of Object-Oriented Programming, 14 (2), pp. 43-47. , 2001; Koenig, A., Moo, B.E., Rethinking how to teach C++ Part 9: What we learned from our students (2001) JOOP-Journal of Object-Oriented Programming, 14 (3), pp. 44-47. , 2001; Long, T., Weide, B., Bucci, P., Gibson, D., Hollingsworth, J., Sitaraman, M., Edwards, S., (1998) Providing Intellectual Focus to CS1/CS2, 30 (1), pp. 252-256. , 1998; Long, T., Weide, B., Bucci, P., Sitaraman, M., (1999) Client View Rst: An Exodus from Implementation-Biased Teaching, 31 (1), pp. 136-140. , 1999; Stroustrup, B., Learning standard C++ as a new language (1999) CC Plus Plus Users Journal, 17 (1999), pp. 43-54; Stroustrup, B., Programming in an undergraduate CS curriculum (2009) Proceedings of The 14th Western Canadian Conference on Computing Education, pp. 82-89. , ACM; Stroustrup, B., (2014) Programming: Principles and Practice Using C++, , Pearson Education; (2016) C++11 - The New ISO C++ Standard, , hp://www.stroustrup.com/C++11FAQ.html, Bjarne Stroustrup. 2016; (2017) TIOBE Index for C++, , hps://www.tiobe.com/tiobe-index/, TIOBE. 2017},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Haley200983,
author={Haley, D. and Thomas, P. and Petre, M. and De Roeck, A.},
title={Human fallibility: How well do human markers agree?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={83-88},
note={cited By 0; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869119782&partnerID=40&md5=fcd4f35c6c469965bd621a9c5bb78e84},
affiliation={The Centre for Research in Computing, The Open University Walton Hall, Milton Keynes MK7 6AA, United Kingdom},
abstract={Marker bias and inconsistency are widely seen as problems in the field of assessment. Various institutions have put in place a practice of second and even third marking to promote fairness. However, we were able to find very little evidence, rather than anecdotal reports, of human fallibility to justify the effort and expense of 2nd marking. This paper fills that gap by providing the results of a large-scale study that compared 5 human markers marking 18 different questions each with 50 student answers in the field of Computer Science. The study found that the human inter-rater reliability (IRR) ranged broadly both over a particular question and over the 18 questions. This paper uses the Gwet AC1 statistic to assess the measure the inter-rater reliability of 5 markers.The study was motivated by the desire to assess the accuracy of a computer assisted assessment (CAA) system we are developing. We claim that a CAA system does not need to be more accurate than human markers. Thus, we needed to quantify how accurate human markers are. © 2008 , Australian computer society Inc.},
keywords={Assessment;  Computer assisted assessment;  Gwet AC1;  Jinter-rater reliability;  Marker bias;  Marker reliability},
keywords={Assessment;  Computer assisted assessment;  Gwet AC1;  Marker bias, Errors, Reliability},
references={Benford, S.D., Burke, E.K., Foxley, E., Higgins, C.A., (1996) Ceilidh: A Courseware System for the Assessment and Administration of Computer Programming Courses in Higher Education, , http://cs.joensuu.fi/~mtuki/www_clce.270296/Burke.html, Nottingham, UK, The University of Nottingham, last accessed 24 October 2007; Anders, B., Changing Study Habits - a Study of the Effects of Non-traditional Assessment Methods (1999) 6th Improving Student Learning Symposium, , Work-in-Progress Report, Brighton, UK; Brown, G., Bull, J., Pendlebury, M., (1997) Assessing student learning in higher education, , London, Routledge; Joanna, B., Grainne, C., Davis, H.C., White, S., Danson, M., Sclater, N., Rethinking Assessment through Learning Technologies (2002) Proceedings of ASCILITE 2002, , Auckland, New Zealand; Janet, C., Kirsti, A.-M., Fuller, U., Dick, M., John, E., William, F., Sheard, J., How Shall We Assess This? (2003) Proceedings of the ITiCSE 2003 working group reports, , Thessaloniki, Greece, ACM Press; Christie, J., Automated essay marking for content - does it work? (2003) Proceedings of the 7th International CAA Conference, , Loughborough, UK; Grainne, C., Bull, J., Pebbles in the Pond: Evaluation of the CAA Centre (2002) Proceedings of the 6th International CAA Conference, , Loughborough, UK; Daniels, M., Berglund, A., Pears, A., Fincher, S., Five Myths of Assessment (2004) 6th Australasian Computing Education Conference (ACE2004), , Dunedin, New Zealand; Davies, P., CAA must be more than multiple-choice tests for it to be academically credible? (2001) Proceedings of the 5th International CAA Conference, , Loughborough, UK; Foltz, Peter, W., Latent semantic analysis for text-based research (1996) Behavior Research Methods, Instruments and Computers, 28 (2), pp. 197-202; Kilem, G., (2001) Handbook of Inter-Rater Reliability: How to Estimate the Level of Agreement Between Two or Multiple Raters, , Gaithersburg, MD, STATAXIS Publishing Company; Mike, J., Michael, L., Effective Electronic Marking for On-line Assessment (1998) Proceedings of ITiCSE'98, , Dublin, Ireland; Mhairi, M., (2002) Principles of Assessment, , www.caacentre.ac.uk/resources/bluepapers/index.shtml, CAA Centre, University of Luton, last accessed 28 October 2007; Stephen, N., Examining the examiners: Why are we so bad at assessing students? (2002) Psychology Learning and Teaching, 2 (2), pp. 70-75; Stephen, N., Dennis, I., Examiners examined: The reliability of exam marking in psychology (1994) The Psychologist, 7, pp. 216-219; Race, P., The Art of Assessing (1995) New Academic, 5 (3); Chris, R., Sally, W., What Factors affect Student Opinions of Computer-Assisted Assessment (2002) Proceedings of the 6th CAA Conference, , Loughborough, UK; Naama, S., Towards principle practice in evaluation: learning from instructors' dilemmas in evaluating graduate students (2002) Studies in Educational Evaluation, 28 (4), pp. 329-345; Peter, S., Jo, C., Henskens, F., Christine, B., Automating Assessment and Marking of Spreadsheet Concepts (1997) Proceedings of the 2nd Australian Conference on Computer Science Education, , SIGCSE, Melbourne, Australia, ACM; Athanasios, T., (2002) A Framework for the Computer Based Assessment of Diagram Based Coursework, p. 235. , unpublished PhD thesis. School of Computer Science and Information Technology, University of Nottingham, Nottingham; Bill, W., Grainne, C., Key Findings from recent literature on Computer-aided Assessment (2003) Proceedings of ALT-C 2003, , Sheffield, UK},
correspondence_address1={Haley, D.; The Centre for Research in Computing, , Milton Keynes MK7 6AA, United Kingdom; email: D.T.Haley@open.ac.uk},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@ARTICLE{Greening200491,
author={Greening, T. and Kay, J. and Kummerfeld, B.},
title={Integrating ethical content into computing curricula},
journal={Proceedings Sixth Australasian Computing Education Conference},
year={2004},
pages={91-99},
abstract = {This paper contributes to the ongoing dialogue about the inclusion of ethics content
within computing education. It presents a brief exposition of the challenges facing
the teaching of ethics, favouring a highly integrated approach across the curriculum.
As an example of how some of those challenges may be simply addressed, it introduces
a non-intrusive means of motivating an ethical dimension within existing units of
study by innovative use of a survey instrument. The focus of discussion is on the
use of this instrument to explore issues related to plagiarism. Finally, the paper
appraises this simple concept in terms of the challenges raised at the head of the
paper.},
keywords = {ethics, professionalism, plagiarism},
note={cited By 17},
source={Scopus},
}

@CONFERENCE{Craig200935,
author={Craig, A.},
title={Intervention programmes to recruit female computing students: Why do the programme champions do it?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={35-44},
note={cited By 3; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869141318&partnerID=40&md5=9c7170c5566e0b2367b88b71f2282111},
affiliation={School of Information Systems, Deakin University, Pigdons Road, Geelong 3217, VIC, Australia},
abstract={This paper looks at intervention programmes to improve the representation of female students in computing education and the computer industry. A multiple case study methodology was used to look at major intervention programmes conducted in Australia. One aspect of the research focused on the programme champions; those women from the computing industry, those working within government organisations and those in academia who instigated the programmes. The success of these intervention programmes appears to have been highly dependent upon not only the design of the programme but on the involvement of these strong individuals who were passionate and worked tirelessly to ensure the programme's success. This paper provides an opportunity for the voices of these women to be heard. It describes the champions' own initial involvement with computing which frequently motivated and inspired them to conduct such programmes. The research found that when these types of intervention programmes were conducted by academic staff the work was undervalued compared to when the activities were conducted by staff in industry or in government. The academic environment was often not supportive of academics who conducted intervention programmes for female students. © 2009, Australian Computer Society, Inc.},
keywords={Computing students;  Female;  Recruitment},
keywords={Academic environment;  Academic staff;  Australia;  Computer industry;  Computing education;  Computing industry;  Female;  Female students;  Multiple-case study;  Recruitment, Employment;  Research, Students},
references={Adam, A., Howcroft, D., Richardson, H., A decade of neglect: Reflecting on gender and IS (2004) New Technology, Work and Employment, pp. 222-239; Clarke, V., Sex Differences in Computing Participation: Concerns, Extent, Reasons and Strategies (1990) Australian Journal of Education, 34 (1), pp. 52-66; Clayton, D., Cranston, M., Crook, M., Egea, K., Lynch, T., Orchard, R., Robinson, P., Turner, A., Strategies to Increase Female Participation in Computing Courses (1993) Networking for the Nineties-The Second Women in Computing Conference 1993, pp. 14-20. , (Ed: FISHER, J.), Victoria University, Melbourne; Clayton, D., Lynch, T., Ten Years of Strategies to Increase Participation of Women in Computing Programs - The Central Queensland University Experience: 1999-2001 (2002) Inroads SIGCSE Bulletin, 34 (2), pp. 89-93; Craig, A., Fisher, J., Scollary, A., Singh, M., Closing the Gap: Women Education and Information Technology Courses in Australia (1998) Journal of Systems Software, pp. 7-15; (2008), www.dest.gov.au/sectors/higher_education/publications_resources/statistics/publications_higher_education_statistics_collections.htm#studpubs, DEST Department of Education, Science and Training, Statistical publications, accessed August 22, 2008 from; Edwards, J., Kay, J., A Sorry Tale-A Study of Women's Participation in IT Higher Education in Australia (2001) Journal of Research and Practice in Information Technology, 33 (4), pp. 329-335; Galpin, V., Women in Computing Around the World (2002) Inroads SIGCSE Bulletin, 34 (2), pp. 94-100; Goral, C., (2006) How to Increase Women's Impact on Technology - Changing Culture, Curriculum and Technology, , Anita Borg Institute for Women and Technology; Herriott, R., Firestone, W., Multi-site qualitative policy research: Optimising descriptions and generalizability (1983) Educational Researcher, 12 (2), pp. 14-19; Kay, J., Lublin, J., Poiner, G., Prosser, M., Not Even Well Begun: Women in computing courses (1989) Higher Education, 18 (5), pp. 511-527; Miles, M.B., Huberman, A.M., (1994) An Expanded Sourcebook; Qualitative Data Analysis, , (Second Edition), Thousand Oaks: Sage Publications; (2008), www.workinginaustralia.com/info/46, MODL The Australian Migration Occupations in Demand List available from released 17th May 2008, accessed August 2008; Myers, M.D., (2002) Qualitative Research Workshop, , Faculty of Computing. Presented at Monash University 2002; Orlikowski, W., Baroudi, J., Studying Information Technology in Organizations: Research Approaches and Assumptions (1991) Information Systems Research, 2 (1), pp. 1-28; Stake, R.E., Case Studies. In Handbook of Qualitative Research (2000), pp. 435-454. , (Eds: DENZIN, N. and LINCOLN, Y.) Thousand Oaks, California, Sage Publications; (2004), UNDR: UNITED NATIONS DEVELOPMENT REPORT Bridging the Gender Digital Divide: Report on Gender and ICT in Central and Eastern Europe and the Commonwealth of Independent State. UNDP Regional Centre for Europe and the CIS / UNIFEM Central and Eastern Europe; (2008) VCE Subject Statistics, , www.vcaa.vic.edu.au/vce/statistics/subjectstats.html, VCAA Victorian Curriculum and Assessment Authority: Accessed August 2008 from; Yin, R., (1994) Case Study Research Design and Methods, , London, Sage Publications},
correspondence_address1={Craig, A.; School of Information Systems, Pigdons Road, Geelong 3217, VIC, Australia; email: acraig@deakin.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{DeRaadt2004277,
author={De Raadt, M. and Watson, R. and Toleman, M.},
title={Introductory programming: What's happening today and will there be any students to teach tomorrow?},
journal={Proceedings of the Sixth Australasian Conference on Computing Education},
year={2004},
abstract = {This paper reports the findings of a census of introductory programming courses. Eighty
five courses from Australian and New Zealand universities are included. The census
aims to discover languages and paradigms taught, tools used, texts employed, method
of delivery to on-campus students, instructor experience and how problem solving strategies
are taught.Of note in the 2003 census is the reduction in student enrolments in introductory
programming courses since 2001, the differences in teaching between Australian and
New Zealand courses, and trends relating to language, tools and paradigms.},
keywords = {census, introductory programming, problem solving strategies, programming languages},
pages={277-282},
note={cited By 25},
source={Scopus},
}

@CONFERENCE{Khan2016,
author={Khan, N.Z. and Luxton-Reilly, A.},
title={Is computing for social good the solution to closing the gender gap in computer science?},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843069},
art_number={a17},
note={cited By 13; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962594518&doi=10.1145%2f2843043.2843069&partnerID=40&md5=49439454152f76cffa24774a6002c346},
affiliation={University of Auckland, Private Bag, Auckland, 92019, New Zealand},
abstract={Computers are ubiquitous in modern western society, yet few people in the general public have a good understanding of what Computer Science is, and what Computer Scientists do. The typical view of Computer Science is of a maleoriented discipline that focuses on technology and eschews social interaction. This stereotypical view does not appeal to female students. As a consequence, there is a significant gender gap between male and female participation in Computer Science. This paper reviews research on how Computer Science is perceived and argues that the inclusion of socially relevant examples and exercises in early computing courses may help the discipline to be perceived in a more positive light, and subsequently improve participation rates of women in computing. © 2016 Copyright held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Computer science education;  Gender;  Social good;  Women},
keywords={Computer applications;  Computer programming, Computer Science Education;  Computer scientists;  Gender;  Participation rate;  Social good;  Social interactions;  Women;  Women in computing, Education computing},
references={(2014) Women Who Choose Computer Science - What Really Matters, , http://static.googleusercontent.com/media/www.wenca.cn/en/us/edu/pdf/women-who-choose-what-really.pdf, Retrieved June 10, 2015 from, May 26; Adams, S., Top Degrees for Getting Hired in 2015, , http://www.forbes.com/sites/susanadams/2014/11/12/top-degrees-for-getting-hired-in-2015, Retrieved May 6, 2015 from; Buckley, M., Viewpoint: Computing as social science (2009) Commun. ACM, 52 (4), pp. 29-30. , Apr; Buckley, M., Kershner, H., Schindler, K., Alphonce, C., Braswell, J., Benefits of using socially-relevant projects in computer science and engineering education (2004) Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education, SIGCSE'04, pp. 482-486. , New York, NY, USA, ACM; Buckley, M., Nordlinger, J., Subramanian, D., Socially relevant computing (2008) Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE'08, pp. 347-351. , New York, NY, USA, ACM; Cheryan, S., Plaut, V.C., Handron, C., Hudson, L., The stereotypical computer scientist: Gendered media representations as a barrier to inclusion for women (2013) Sex Roles; Galpin, V.C., Sanders, I.D., Perceptions of computer science at a south african university (2007) Comput. Educ., 49 (4), pp. 1330-1356. , Dec; Goldweber, M., A day one computing for the social good activity (2012) ACM Inroads, 3 (3), pp. 46-49. , Sept; Goldweber, M., Computer science education for social good (2015) SIGCAS Comput. Soc., 45 (2), pp. 29-30. , July; Goldweber, M., Barr, J., Clear, T., Davoli, R., Mann, S., Patitsas, E., Portnoff, S., A framework for enhancing the social good in computing education: A values approach (2013) ACM Inroads, 4 (1), pp. 58-79. , Mar; Goldweber, M., Barr, J., Patitsas, E., Computer science education for social good (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE'13, pp. 15-16. , New York, NY, USA, ACM; Goldweber, M., Davoli, R., Little, J.C., Riedesel, C., Walker, H., Cross, G., Von Konsky, B.R., Enhancing the social issues components in our computing curriculum: Computing for the social good (2011) ACM Inroads, 2 (1), pp. 64-82. , Feb; Guzdial, M., Teaching computing for everyone (2006) J. Comput. Sci. Coll., 21 (4), p. 6. , Apr; Impagliazzo, J., (2002) SIGCSE Bulletin: Special Issue - Women and Computing, 34. , New York, NY, USA, ACM; (2013) Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, , ACM, New York, NY, USA; Layman, L., Williams, L., Slaten, K., Note to self: Make assignments meaningful (2007) Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, SIGCSE'07, pp. 459-463. , New York, NY, USA, ACM; Margolis, J., Fisher, A., (2002) Unlocking the Clubhouse: Women in Computing, , MIT Press, Cambridge, MA; McLeod, A., Forgasz, H., Lang, C., IT stereotypes in television shows (2013) Proceedings of the 24th Australasian Conference on Information Systems (ACIS), pp. 1-10. , H. Deng and C. Standing, editors, Melbourne, Australia, December; Papastergiou, M., Are computer science and information technology still masculine fields? High school students' perceptions and career choices (2008) Comput. Educ., 51 (2), pp. 594-608. , Sept; Peckham, J., Harlow, L.L., Stuart, D.A., Silver, B., Mederer, H., Stephenson, P.D., Broadening participation in computing: Issues and challenges (2007) Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE'07, pp. 9-13. , New York, NY, USA, ACM; Rader, C., Hakkarinen, D., Moskal, B.M., Hellman, K., Exploring the appeal of socially relevant computing: Are students interested in socially relevant problems? (2011) Proceedings of the 42Nd ACM Technical Symposium on Computer Science Education, SIGCSE'11, pp. 423-428. , New York, NY, USA, ACM; Sax, L.J., Lehman, K., Jacobs, J.A., Kanny, A., Lim, G., Paulson, L.N., Zimmerman, H., Anatomy of an enduring gender gap: The evolution of women's participation in computer science (2015) The [Year] Annual Meeting of the American Educational Research Paper Presented at the 2015 Annual Meeting of the American Educational Research Association, , Retrieved 09/09/15, from the AERA Online Paper Repository; Shneiderman, B., Computer science education and social relevance (1971) SIGCSE Bulletin, 3 (1), pp. 21-24. , March; Soper, T., (2014) Analysis: The Exploding Demand for Computer Science Education, and Why America Needs to Keep Up, , http://www.geekwire.com/2014/analysis-examining-computer-science-education-explosion/on09/09/15, Retrieved from, June; Walker, H.M., What image Do CS1/CS2 present to our students? (2007) SIGCSE Bull., 39 (4), pp. 18-19. , Dec},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Herbert201835,
author={Herbert, N. and Herbert, D.},
title={Is the ATAR a Useful Predictor of Success in ICT? An Empirical Study},
journal={ACM International Conference Proceeding Series},
year={2018},
pages={35-44},
doi={10.1145/3160489.3160495},
note={cited By 1; Conference of 20th Australasian Computing Education Conference, ACE 2018 ; Conference Date: 30 January 2018 Through 2 February 2018;  Conference Code:133876},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042075966&doi=10.1145%2f3160489.3160495&partnerID=40&md5=b35579ad31a6e071e7421907d910b0f6},
affiliation={University of Tasmania, Australia},
abstract={The Australian Tertiary Admission Rank (ATAR) is a measure of a student’s overall pre-tertiary academic achievement. For most tertiary degree programs across Australia, the selection of year 12 domestic applicants is based on an ATAR, on the premise that selection based on a student’s overall academic achievement prior to university is a predictor of success for tertiary study. This paper is an empirical analysis into whether the ATAR and prior study in programming or mathematics can be used to predict student success in an Information and Communication Technology (ICT) degree. Our study has four key findings: the ATAR is not a significant indicator that a student will graduate on schedule from our ICT degree; the ATAR can be used as significant indicator that a student will successfully complete the first year of our ICT degree; the ATAR can be used as a significant indicator that a student will successfully complete our first-year introductory programming course; and finally, prior learning of ICT-related material is not a significant indicator of whether a student will pass or fail our introductory programming course on their first attempt.},
keywords={ATAR;  Empirical study;  Introductory programming;  Pre-tertiary},
keywords={Education;  Education computing, Academic achievements;  ATAR;  Empirical analysis;  Empirical studies;  Information and Communication Technologies;  Introductory programming;  Introductory programming course;  Pre-tertiary, Students},
references={Araque, F., Roldán, C., Salguero, A., Factors influencing university drop out rates (2009) Computers & Education, 53 (3), pp. 563-574. , 2009; (2017) Australian University Rankings. (2017), , http://www.australianuniversities.com.au/rankings/, Retrieved September 2017 from; Barker, L.J., McDowell, C., Kalahar, K., Exploring factors that influence computer science introductory course students to persist in the major (2009) Proceedings of The 40th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’09), pp. 153-157. , In; Beaubouef, T., Mason, J., Why the high attrition rate for computer science students: Some thoughts and observations (2005) ACM SIGCSE Bulletin, 37 (2), pp. 103-106. , 2005; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) ACM SIGCSE Bulletin, 39 (2), pp. 32-36. , 2007; Biggers, M., Brauer, A., Yilmaz, T., Student perceptions of computer science: A retention study comparing graduating seniors with CS leavers (2016) Proceedings of The 39th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’08), pp. 402-406. , In; Blyth, K., 2014. Selection methods for undergraduate admissions in Australia. Does the Australian predominate entry scheme the Australian Tertiary Admissions Rank (ATAR) have a future? Journal of Higher Education Policy and Management, 36 (3), pp. 268-278. , http://dx.doi.org/10.1080/01587919.2014.899049, 2014); Butler, M., Morgan, M., Sheard, J., Simon, K.F., Weerasinghe, A., Initiatives to increase engagement in first-year ICT (2015) Proceedings of The 20th Conference on Innovation and Technology in Computer Science Education (ITiCSE’15), pp. 308-313. , In; Dobson, I.R., Skuja, E., 2005. Secondary schooling, tertiary entry ranks and university performance (2005) People & Place, 13, pp. 53-62; (2017) Australia’S Digital Pulse. Policy Priorities to Fuel Australia’S Digital Workforce Boom. (2017), , https://www.acs.org.au/content/dam/acs/acs-publications/Australia%27s%20Digital%20Pulse%202017.pdf, Retrieved August 2017 from; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32 (3), pp. 25-28. , 2000; Haungs, M., Clark, C., Clements, J., Janzen, D., Improving first-year success and retention through interest-based CS0 courses (2012) Proceedings of The 43rd SIGCSE Technical Symposium on Computer Science Education (SIGCSE’12), pp. 589-594. , In; Herbert, N., De Salas, K., Lewis, I., Dermoudy, J., Ellis, L., ICT curriculum and course structure: The great balancing act (2014) Proceedings of The 16th Australasian Computing Education Conference (ACE 2014), pp. 21-30. , In; Horton, D., Craig, M., Drop, fail, pass, continue: Persistence in CS1 and beyond in traditional and inverted delivery (2015) Proceedings of The 46th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’15), pp. 235-240. , In; James, R., Students’ changing expectations of higher education and the consequences of mismatches with the reality (2002) Higher Education Research & Development, 20, pp. 70-83. , 2002; James, R., Baldwin, G., McInnis, C., Which university? The factors influencing the choices of prospective undergraduates (1999) Australian Government Department of Education, Training and Youth Affairs; Marczyk, G., DeMatteo, D., Festinger, D., (2005) Essentials of Research Design and Methodology, , John Wiley; Marks, G.N., Completing university: Characteristics and outcomes of completing and non completing students (2007) ACER – LSAY Research Report, 51; McInnis, C., (2001) Signs of Disengagement? The Changing Undergraduate Experience in Australian Universities. (2001), , https://minerva-access.unimelb.edu.au/handle/11343/33660, Retrieved December 2017 from; Messinis, G., Sheehan, P., (2015) The Academic Performance of First Year Students at Victoria University by Entry Score and SES, , https://www.vu.edu.au/sites/default/files/cses/pdfs/the-academic-performance-of-first-year-students-at-VU-by-entry-score-and-SES-2009-2013.pdf, (2015). Retrieved September 2017 from; Murphy, M., Papanicolaou, K., McDowell, R., Entrance score and performance: A three year study of success (2001) Journal of Institutional Research, 10 (2), pp. 32-49. , 2001; Palmer, N., Bexley, E., James, R., (2011) Selection and Participation in Higher Education, , http://www.cshe.unimelb.edu.au/people/james_docs/Selection_and_Participation_in_Higher_Education.pdf, (2011). Retrieved August 2017 from; Pappas, I.O., Giannakos, M.N., Jaccheri, L., Investigating factors influencing students’ intention to dropout computer science studies (2016) Proceedings of The 21st Conference on Innovation and Technology in Computer Science Education (ITiCSE’16), pp. 198-203. , In; Petersen, A., Craig, M., Campbell, J., Tafliovich, A., Revisiting why students drop CS1 (2016) Proceedings of The 16th Koli Calling International Conference on Computing Education Research, pp. 71-80. , In Koli Calling 2016; Roberts, M.R.H., McGill, T.J., Hyland, P.N., Australian ICT degrees: Why women leave (2012) Proceedings of The 14th Australasian Computing Education Conference (ACE 2012), pp. 15-24. , In; Sheard, J., Carbone, A., Markham, S., Hurst, A.J., Casey, D., Avram, C., Performance and progression of first year ICT students (2008) Proceedings of The Tenth Australasian Computing Education Conference (ACE 2008), pp. 119-127. , In; Shell, D.F., Soh, L.-K., Flanigan, A.E., Peteranetz, M.S., Students’ initial course motivation and their achievement and retention in college CS1 courses (2016) Proceedings of The 47th SIGCSE Technical Symposium on Computer Science Education (SIGCSE’16), pp. 639-644. , In; Smith, V., Fernandez, E., Factors affecting first year retention of CIT students (2014) Proceedings Of The ASEE Annual Conference & Exposition, pp. 1-11. , In; (2017) 2017 Course Information Handbook Year 11/12, , https://documentcentre.education.tas.gov.au/Documents/year11-12-courseinformation-handbook.pdf, Tasmanian Department of Education. (2017). Retrieved September 2017 from; (2017) What Is The ATAR? (2017), , http://www.uac.edu.au/atar/, Retrieved November 2017 from; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) Proceedings of The 19th Conference on Innovation and Technology in Computer Science Education (ITiCSE’14), pp. 39-44. , In; Wilson, B.C., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) ACM SIGCSE Bulletin, 33 (1), pp. 184-188. , 2001; Wurf, G., Croft-Piggin, L., Predicting the academic achievement of first-year, pre-service teachers: The role of engagement, motivation, ATAR, and emotional intelligence (2015) Asia-Pacific Journal of Teacher Education, 43 (1), pp. 75-91. , 2015},
sponsors={Australasian chapter of ACM SIGCSE; Computing Research and Education (CORE); Southern Cross University; University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450363402},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Ott202196,
author={Ott, C. and Mills, S. and Stanger, N. and John, S. and Zwanenburg, S.},
title={Is this Degree for Me? Exploring computing students' study decisions},
journal={ACM International Conference Proceeding Series},
year={2021},
pages={96-105},
doi={10.1145/3441636.3442310},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103300723&doi=10.1145%2f3441636.3442310&partnerID=40&md5=ffdc3ca0f832baa190b041c46625dbab},
affiliation={University of Otago, New Zealand},
abstract={Academic course advice for computing students has changed and presents new challenges. It has become more complex due to an increasing number of specialised study pathways, and less personal as centralised enrolment systems have taken the place of academic advisors. To improve course advice practices for students in computing disciplines at our university, a series of interviews and an online questionnaire were conducted. We asked students where they seek information before and during their studies, what kind of information they value, and how confident they are with their study choices. We found that half of our students changed study subjects along the way and that students would like to have a higher-level view of career pathways to plan their studies. It was also highlighted that students value information provided by other students and that they prefer talking to academic staff members in person over online information. As a result of this study, we share recommendations on how to support students better when making decisions about their study subjects. © 2021 ACM.},
keywords={computing;  course advice;  higher education;  student experience},
keywords={Education computing;  Electronic assessment;  Surveys, Academic course;  Academic staff;  Centralised;  Computing disciplines;  Making decision;  On-line information;  Online questionnaire, Students},
references={Aguilar, S., Lonn, S., Teasley, S.D., Perceptions and use of an early warning system during a higher education transition program (2014) Proceedings of the 4th International Conference on Learning Analytics and Knowledge., pp. 113-117; Ajanovski, V.V., Body of knowledge explorer: Long-term student guidance across the computer-science domain (2019) Proceedings of the 19th Koli Calling International Conference on Computing Education Research., pp. 1-5; Alexander, P.M., Holmner, M., Lotriet, H.H., Matthee, M.C., Pieterse, H.V., Naidoo, S., Twinomurinzi, H., Jordaan, D., Factors afecting career choice: Comparison between students from computer and other disciplines (2011) Journal of Science Education and Technology, 20 (3), pp. 300-315. , 2011; Broadbridge, A., Academic advising-traditional or developmental approaches?: Student perspectives (1996) British Journal of Guidance and Counselling, 24 (1), pp. 97-111. , 1996; Brown, M.G., Matthew DeMonbrun, R., Lonn, S., Aguilar, S.J., Teasley, S.D., What and when: The role of course type and timing in students' academic performance (2016) Proceedings of the 6th International Conference on Learning Analytics & Knowledge., pp. 459-468; Buissink-Smith, N., Spronken-Smith, R., Walker, R., You're doing what? Students' experiences of advice from a new zealand university (2010) Higher Education Research & Development, 29 (4), pp. 357-371. , 2010; Charmaz, K., (2006) Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, , Sage; Connolly, R., Miller, J., Uzoka, F.-M., Lunt, B., Schroeder, M., Miller, C.S., Habinka, A., Red fsh blue fsh: Reexamining student understanding of the computing disciplines (2016) Proceedings of the 17th Annual Conference on Information Technology Education., pp. 115-120; Courte, J., Bishop-Clark, C., Do students diferentiate between computing disciplines? (2009) Acm Sigcse Bulletin, 41 (1), pp. 29-33. , 2009; Crookston, B.B., A developmental view of academic advising as teaching (1972) Journal of College Student Personnel, , 1972; Computer science, the joint task force on computing curricula (2001) Ieee Computer Society & Association for Computing Machinery, Final Report, , Computing Curricula, 2001; Duncan, A., Joyner, D., Peer advising at scale: Content and context of a learner-owned course evaluation system (2019) Proceedings of the 6th (2019) Acm Conference on Learning @ Scale., pp. 1-4; Egan, K., Stolzenberg, E.B., Bates, A.K., Aragon, M.C., Suchard, M.R., Rios-Aguilar, C., (2013) The American Freshman: National Norms Fall 2013, , Los Angeles, CA: UCLA Higher Education Research Institute (HERI) (2013; Halgin, R.P., Halgin, L.F., An advising system for a large psychology department (1984) Teaching of Psychology, 11 (2), pp. 67-70. , 1984; Harackiewicz, J.M., Smith, J.L., Priniski, S.J., Interest matters: The importance of promoting interest in education (2016) Policy Insights from the Behavioral and Brain Sciences, 3 (2), pp. 220-227. , 2016; Hewner, M., How cs undergraduates make course choices (2014) Proceedings of the 10th International Computing Education Research Conference., pp. 115-122; Hewner, M., Guzdial, M., How cs majors select a specialization (2011) Proceedings of the 7th International Computing Education Research Workshop; Hidayat, R., Sinuhaji, E., Widyaningrum, M., Adrianto, E., Factors that afect students decision to choose private universities in medan city indonesia (2018) Academy of Strategic Management Journal, , 2018; Jeschke, M.P., Johnson, K.E., Williams, J.R., A comparison of intrusive and prescriptive advising of psychology majors at an urban comprehensive university (2001) Nacada Journal, 21 (1-2), pp. 46-58. , 2001; Jiang, W., Pardos, Z.A., Wei, Q., Goal-based course recommendation (2019) Proceedings of the 9th International Conference on Learning Analytics & Knowledge., pp. 36-45; Johnson, E.J., Morgan, B.L., Advice on advising: Improving a comprehensive university's program (2005) Teaching of Psychology, 32 (1), pp. 15-18. , 2005; Lewis, C.M., Yasuhara, K., Anderson, R.E., Deciding to major in computer science: A grounded theory of students' self-Assessment of ability (2011) Proceedings of the 7th International Computing Education Research Workshop., pp. 3-10; Liesaputra, V., Ramirez-Prado, G., Barmada, B., Song, L., Future-proofng kiwi kids through the use of digital technology (2020) Proceedings of the 51st Acm Technical Symposium on Computer Science Education; Makki, T.W., O'Neal, L.J., Cotten, S.R., Rikard, R.V., When frst-order barriers are high: A comparison of second-And third-order barriers to classroom computing integration (2018) Computers & Education, 120, pp. 90-97. , 2018; Maringe, F., University and course choice (2006) International Journal of Educational Management, , 2006; Millecamp, M., Gutiérrez, F., Charleer, S., Verbert, K., De Laet, T., A qualitative evaluation of a learning dashboard to support advisor-student dialogues (2018) Proceedings of the 8th International Conference on Learning Analytics & Knowledge., pp. 56-60; Mottarella, K.E., Fritzsche, B.A., Cerabino, K.C., What do students want in advising? A policy capturing study (2004) Nacada Journal, 24 (1-2), pp. 48-61. , 2004; Munisamy, S., Ismawati, N., Jaafar, M., Nagaraj, S., Does reputation matter? Case study of undergraduate choice at a premier university (2014) The Asia-Pacifc Education Researcher, 23 (3), pp. 451-462. , 2014; Pistilli, M.D., Arnold, K.E., Purdue signals: Mining realtime academic data to enhance student success (2010) About Campus, 15 (3), pp. 22-24. , 2010; Popov, K., Factors afecting students' decision to enroll in a university (2019) PEDAGOGIA: Jurnal Pendidikan, 8 (2), pp. 201-210. , 2019; Settle, A., Glatz, J., Rethinking advising: Developing a proactive culture to improve retention (2011) Proceedings of the 2011 Conference on Information Technology Education., pp. 9-14; Shackelford, R., McGettrick, A., Sloan, R., Topi, H., Davies, G., Kamali, R., Cross, J., Lunt, B., Computing curricula 2005: The overview report (2006) Acm Sigcse Bulletin, 38 (1), pp. 456-457. , 2006; Simões, C., Soares, A.M., Applying to higher education: Information sources and choice factors (2010) Studies in Higher Education, 35, p. 4. , 2010; Starkey, L., Sylvester, A., Johnstone, D., Negotiating digital divides: Perspectives from the new zealand schooling system (2017) Journal of Research on Technology in Education, 49 (1-2), pp. 31-42. , 2017; Thomas, N.G., Using intrusive advising to improve student outcomes in developmental college courses (2017) Journal of College Student Retention: Research, Theory & Practice, pp. 1521025117736740. , 2017); (2020) Learning and Teaching: Terminology, , https://www.otago.ac.nz/study/terms.html, University of Otago, Retrieved 2020-12-02 from},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Wolf2002,
author={Wolf, C.},
title={IWeaver: Towards an interactive web-based adaptive learning environment to address individual learning styles},
journal={European Journal of Open and Distance Learning},
abstract = {Although learning style theory is widely accepted amongst educational theorists in
the context of traditional classroom environments, there is still little research
on the adaptation to individual styles in an e-learning environment. In particular
the possibility of fluctuations in a learning style with changing tasks or content
has not yet been addressed. The described PhD project named iWeaver was designed to
provide a flexible, yet manageable environment for the learner by implementing adaptive
hypermedia techniques. iWeaver draws upon the widely recognised Dunn &amp; Dunn learning
styles model and derived learning strategies. It uses database-driven JavaServer Pages,
which generate 'media experiences' (e.g. interactive Flash animations or streaming
audio) and other specifically developed 'learning tools' to teach the Java programming
language. This paper describes the system architecture of iWeaver and gives technical
details on the implementation of specific media experiences and learning tools. An
approach to predict and accommodate fluctuations in a learning style profile that
will be integrated in a future version of the environment is discussed.},
keywords = {multimedia learning, individual learning styles, adaptive hypermedia, learner-centred design, user modelling, e-learning, learner modelling, adaptive learning},
year={2002},
number={2},
note={cited By 19},
source={Scopus},
}

@ARTICLE{DeRaadt2003137,
author={De Raadt, M. and Watson, R. and Toleman, M.},
title={Language tug-of-war: Industry demand and academic choice},
journal={Proc. Fifth Australasian Computing Education Conference (ACE2003)},
year={2003},
volume={20},
pages={137-142},
abstract = {This paper seeks to inform instructors responsible for designing introductory programming
courses within a university setting. In particular, guidelines for choosing programming
languages to be taught are presented. Information relevant to instructors of later
programming courses is also presented.We ask the question: "are instructors of introductory
programming courses wanting to teach industry demanded languages and if so, are they
choosing the correct languages?" The guidelines produced to answer this question are
based on a census of introductory programming teaching in Australian universities,
coupled with a survey of employer demand based on newspaper job advertisements.},
keywords = {teaching, industry demand, programming languages},
note={cited By 15},
source={Scopus},
}



@ARTICLE{Warren2004327,
author={Warren, P.},
title={Learning to program: Spreadsheets, scripting and HCI},
journal={Proceedings of the Sixth Australasian Conference on Computing Education},
year={2004},
volume={30},
abstract = {An examination of some recent programming texts indicates that the complexities of
modern programming languages and environments have replaced the study of algorithms
and programming principles. Additionally such an approach simply slows the development
of the learner in the end. Consequently the paper examines the basic principles of
minimalism as espoused by Carroll and the human computer interaction heuristics advanced
by Nielsen to argue that scripting languages and spreadsheets provide a better approach.
It has been used over the last three years at the University of Natal, Pietermaritzburg.
Unfortunately quantitative results are difficult to obtain, but searching, sorting
and the use of objects is obtainable after 40 notional study hours for first year
students who have never programmed before.},
keywords = {heuristic evaluation, programming, human computer Interaction, JavaScript, minimalism},
pages={327-333},
note={cited By 7},
source={Scopus},
}


@ARTICLE{Noble2004,
author={Noble, J. and Marshall, S. and Marshall, S. and Biddle, R.},
title={Less extreme programming},
journal={ACE 2004 Proceedings},
year={2004},
note={cited By 1},
source={Scopus},
abstract = {Industrial practice in software engineering has developed in recent years from rigid
heavyweight document-based development techniques, such as the Rational Unified Process,
to incorporate more agile, iterative, communication-centric approaches such as Extreme
Programming. This shift has created a need for a similar shift in software engineering
education. We report our experience of incorporating an Extreme Programming option
into an existing document-centric software project course. While students taking the
option were generally positive about Extreme Programming, the projects' external clients
had a more mixed experience.},
keywords = {Extreme Programming, project work, software engineering},
}


@CONFERENCE{Raj2020152,
author={Raj, A.G.S. and Gu, P. and Zhang, E. and Annie, A.X.R. and Williams, J. and Halverson, R. and Patel, J.M.},
title={Live-coding vs Static Code Examples: Which is better with respect to Student Learning and Cognitive Load?},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={152-159},
doi={10.1145/3373165.3373182},
note={cited By 5; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079319541&doi=10.1145%2f3373165.3373182&partnerID=40&md5=d400193615782a7f6a3ce954a80d2065},
affiliation={Department of Computer Science and Engineering, University of California, San Diego, United States; Department of Math and Computer Sciences, University of Wisconsin-Madison, United States; Department of Curriculum and Instruction, University of Wisconsin-Madison, United States; Department of Computer Science and Engineering, College of Engineering Guindy, Anna University, India; Department of Computer Sciences, University of Wisconsin-Madison, United States; Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, United States},
abstract={Teaching programming using static code examples is the process of displaying pre-written code examples and explaining the purpose of the code. Live-coding is the process of writing code in-class in front of the students and thinking aloud while doing so. Static coding has more structure (similar to PowerPoint presentations) but lacks the authenticity and dynamic nature of writing code lively in front of an audience since the focus is more on the end product (i.e., program) rather than the process in which the program came to life. On the other hand, live-coding engages the students as the process is dynamic and makes the instructor's thought processes explicit to the students, but it lacks the structure and predictability of static code examples. We conducted an experiment in which we taught programming and data structures in C++ to two groups of undergraduate students. We used live-coding to teach one group (experimental) and static code examples to teach the other group (control). We conducted a pre-test and a post-test to measure students' understanding of programming before and after our intervention respectively. We collected a validated survey to measure the cognitive load experienced by the students in both the groups. Our experiments failed to show a difference between live-coding and static code examples with respect to student learning, but we found that live-coding reduced the extraneous cognitive load on students when compared to static code examples. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Cognitive apprenticeship;  Cognitive load theory;  Live-coding;  Programming pedagogy;  Static code examples},
keywords={C++ (programming language);  Codes (symbols);  Computation theory;  Education computing, Cognitive apprenticeship;  Cognitive load theory;  Live-coding;  Programming pedagogy;  Static codes, Students},
references={Alaboudi, A., LaToza, T.D., (2019) An Exploratory Study of Live-Streamed Programming, , arXiv preprint 2019; Barker, L.J., Garvin-Doxas, K., Roberts, E., What can computer science learn from a fine arts approach to teaching? (2005) ACM SIGCSE Bulletin, 37 (1), pp. 421-425. , 2005; Bennedsen, J., Caspersen, M.E., Revealing the programming process (2005) ACM SIGCSE Bulletin, 37, pp. 186-190; Brains, J., (2019) Clion, , https://www.jetbrains.com/clion/, 2019). Online; accessed 05-April-2019; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn, 11. , Washington, DC: National academy press; Bruhn, R.E., Burton, P.J., An approach to teaching Java using computers (2003) ACM SIGCSE Bulletin, 35 (4), pp. 94-99. , 2003; Chen, C.H., Guo, P.J., (2019) Improv: Teaching Programming at Scale Via Live Coding, , 2019; Cimler, E.R., (1973) Gain Vs. Posttest Scores as Predictors of Future Performance, , Master's thesis. Citeseer; Clark, R.C., Nguyen, F., Sweller, J., (2011) Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load, , John Wiley & Sons; Collins, A., Brown, J.S., Holum, A., Cognitive apprenticeship: Making thinking visible (1991) American Educator, 15 (3), pp. 6-11. , 1991; Collins, A., Brown, J.S., Newman, S.E., Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics (1989) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, 18, pp. 32-42. , 1989; Dimitrov, D.M., Rumrill, P.D., Jr., (2003) Pretest-Posttest Designs and Measurement of Change, , Work 2003; Gantenbein, R.E., Programming as process: A “novel" approach to teaching programming (1989) ACM SIGCSE Bulletin, 21, pp. 22-26; Gaspar, A., Langevin, S., Restoring coding with intention in introductory programming courses (2007) Proceedings of the 8th ACM SIGITE Conference on Information Technology Education, pp. 91-98; Giacaman, N., Teaching by example: Using analogies and live coding demonstrations to teach parallel computing concepts to undergraduate students (2012) Parallel and Distributed Processing Symposium Workshops & PhD Forum (IPDPSW), 2012 IEEE 26th International, pp. 1295-1298; Ihantola, P., Karavirta, V., Two-dimensional parson's puzzles: The concept, tools, and first observations (2011) Journal of Information Technology Education, 10, pp. 119-132. , 2011; Jain, S., (2017) GeeksforGeeks: A Computer Science Portal for Geeks, , http://www.geeksforgeeks.org/, 2017). http://www.geeksforgeeks.org; Kernighan, B.W., Ritchie, D.M., (2006) The C Programming Language, , 2006; Leppink, J., Paas, F., van der Vleuten, C.P.M., van Gog, T., van Merriënboer, J.J.G., Development of an instrument for measuring different types of cognitive load (2013) Behavior Research Methods, 45 (4), pp. 1058-1072. , 2013; Lord, F.M., The measurement of growth (1956) ETS Research Report, , 1956; Morrison, B.B., Dual modality code explanations for novices: Unexpected results (2017) Proceedings of the 2017 ACM Conference on International Computing Education Research, pp. 226-235; Morrison, B.B., Dorn, B., Guzdial, M., Measuring cognitive load in introductory CS: Adaptation of an instrument (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research, pp. 131-138; Nelson, G.L., Ko, A., On use of theory in computing education research (2018) Proceedings of the 2018 ACM Conference on International Computing Education Research, pp. 31-39; Paas, F., Renkl, A., Sweller, J., Cognitive load theory and instructional design: Recent developments (2003) Educational Psychologist, 38 (1), pp. 1-4. , 2003; Paxton, J., Live programming as a lecture technique (2002) Journal of Computing Sciences in Colleges, 18 (2), pp. 51-56. , 2002; Raj, A.G.S., Patel, J.M., Halverson, R., Halverson, E.R., Role of live-coding in learning introductory programming (2018) Proceedings of the 18th Koli Calling International Conference on Computing Education Research, p. 13; Rubin, M.J., The effectiveness of live-coding to teach introductory programming (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education, pp. 651-656; Shannon, A., Summet, V., Live coding in introductory computer science courses (2015) Journal of Computing Sciences in Colleges, 31 (2), pp. 158-164. , 2015; Raj, A.G.S., Ketsuriyonk, K., Patel, J.M., Halverson, R., Does native language play a role in learning a programming language? (2018) Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pp. 417-422; Raj, A.G.S., Patel, J.M., Halverson, R., Is more active always better for teaching introductory programming? (2018) Learning and Teaching in Computing and Engineering (LaTICE), , 2018. IEEE; Stroustrup, B., (2000) The C++ Programming Language, , Pearson Education India; Sullivan, G.M., Artino, A.R., Jr., Analyzing and interpreting data from Likert-type scales (2013) Journal of Graduate Medical Education, 5 (4), pp. 541-542. , 2013; Sweller, J., Cognitive load theory, learning difficulty, and instructional design (1994) Learning and Instruction, , 1994; Sweller, J., Element interactivity and intrinsic, extraneous, and germane cognitive load (2010) Educational Psychology Review, 22 (2), pp. 123-138. , 2010; Sweller, J., van Merrienboer, J.J.G., Paas, F.G.W.C., Cognitive architecture and instructional design (1998) Educational Psychology Review, 10 (3), pp. 251-296. , 1998; van Gog, T., Paas, F., (2012) Cognitive Load Measurement, pp. 599-601. , https://doi.org/10.1007/978-1-4419-1428-6_412, Springer US, Boston, MA; Zimmerman, D.W., Williams, R.H., Gain scores in research can be highly reliable (1982) Journal of Educational Measurement, , 1982},
correspondence_address1={Raj, A.G.S.; Department of Computer Science and Engineering, United States; email: gerald@eng.ucsd.edu},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}



@ARTICLE{Yacef2004343,
author={Yacef, K.},
title={Making large class teaching more adaptive with the logic-ITA},
journal={Proceedings of the Sixth Conference on Australasian Computing Education},
year={2004},
volume={30},
abstract = {Adaptive teaching does not usually rhyme with large number of students in class. Given
the small amount of face to face and the disproportionate ratio, teachers have to
use their intuition and experience to fine tune teaching strategies and contents.
We report in this paper on our experience of using an intelligent teaching assistant
system in a large Computer Science undergraduate class. Whilst helping students practice
with tailored and immediate feedback, it also captures data so that the teaching staff
can be informed in real time of the students' problems and progress. We show how this
information is used to adapt the teaching to the current class.},
keywords = {Computer-assisted instruction},
pages={343-347},
note={cited By 4},
source={Scopus},
}



@ARTICLE{Rhodes2004285,
author={Rhodes, A. and Bower, A. and Bancroft, P.},
title={Managing large class assessment},
journal={Proceedings of the Sixth Conference on Australian Computing Education},
year={2004},
volume={30},
pages={285-289},
note={cited By 7},
abstract = {ExamGen is a software application developed at Queensland University of Technology
to assist instructors with assessment in large classes (250+). The ExamGen program
was developed for the Faculty of Information Technology in response to an investigation
into appropriate assessment alternatives designed to cope with the ever increasing
enrolment numbers in tertiary institutions, in particular in Information Technology.
This paper describes how ExamGen is being used to develop test banks of multiple choice
and short answer questions from which examination papers can be generated to augment
(or even largely replace) the current widespread use of traditional written theory
exams. The advantages realised by this software tool include easy development and
maintenance of unit test banks, automatic generation of examinations, faster marking
and the ability to test a broader range of unit material. ExamGen has special features
not found in similar software which assist intructors in maintaining questions which
are not just straight recall.},
keywords = {exmination generation software, multiple choice questions, large class assessment support, short answers},
source={Scopus},
}



@ARTICLE{Egea200387,
author={Egea, K.},
title={Managing the managers: Collaborative virtual teams with large staff and student numbers},
journal={Proc. Fifth Australasian Computing Education Conference (ACE2003) Adelaide Australia. Conferences in Research and Practice in Information Technology},
year={2003},
volume={20},
abstract = {Virtual teaming involving online presentations and peer reviews support the notion
of collaborative student learning, whilst preparing them for the virtual work environment.
However, implementation and administration of such teams, particularly when constraints
include large numbers of multicultural students, within a complex multi-campus structure,
needs careful planning and management.This paper discusses the implementation features
of an in-house dynamic web administrative package designed, in part to address the
problem of management within a complex teaching environment, of assessment processes
requiring virtual teams activities. An essential component of the teamwork is that
students collaborate as small teams, and virtually interact with several other small
teams. For some students, the study environment is totally virtual, for others face-to-face
contact is usual. The web application also provide virtual management tool for the
geographically disburse multi-campus staff. The paper discusses the achievements and
the limitations of the current implementation, and finally future developments for
the program design.},
keywords = {international student education, human computer interaction, multi-campus teaching, virtual team assessment},
pages={87-94},
note={cited By 3},
source={Scopus},
}


@ARTICLE{Crump200849,
author={Crump, B.J.},
title={New Arrival students: Mitigating factors on the culture of the computing learning environment},
journal={Proceedings of the sixth conference on Australian computing education},
year={2008},
volume={30},
pages={49-56},
note={cited By 2},
abstract = {Over the past decade Australian and New Zealand educational institutions have experienced
a rapid increase in the numbers of "New Arrivals" - immigrant and international students
who leave their home country and study abroad. Studies have found that many of these
students encounter problems adjusting to living and studying in their host country
as well as experiencing difficulties in their learning environment. A significant
number of New Arrival students enrol in computing programmes and have traditionally
formed a minority subgroup in their learning milieu. Females are another minority
subgroup in computing and research shows that the culture of the computing learning
environment has been influential in many of them feeling alienated and contributing
to the disproportionate female representation and retention in tertiary computing
programmes compared with males. At the same time that New Arrival students are coping
with living and studying in a new culture, they will also face adjustment to the computing
culture. What are their perceptions of their learning climate? This paper reports
results of semi-structured interviews that examine how New Arrival tertiary students
studying first-year programming perceive their computing learning environment. The
study was conducted at three tertiary institutions in Wellington. It was found that
the majority of students perceived their learning milieu positively. They were satisfied
with the personalised teacher-student relationship and made favourable comparisons
of their New Zealand learning milieu with that which they had experienced in their
home countries. The maturity and experience of these students, together with the context
within which computing was taught, appeared to be positive mitigating factors on the
culture of the computing learning environment. However for the few younger students
who did not enjoy the same personalisation and had difficulties with the English language
and culture, there are implications for educators and administrative staff of institutions
interested in providing a positive learning experience for New Arrivals.},
keywords = {computing culture, CUCEI, learning environment, international student perceptions, higher education, tertiary programming, student adjustment, foreign students},
source={Scopus},
}

@CONFERENCE{NoAuthor2021,
title={ACE 2021 - Proceedings of the 23rd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
journal={ACM International Conference Proceeding Series},
year={2021},
page_count={180},
note={cited By 0; Conference of 23rd Australasian Computing Education Conference, ACE 2021, held in conjunction with Australasian Computer Science Week ; Conference Date: 2 February 2021 Through 5 February 2021;  Conference Code:167874},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103242757&partnerID=40&md5=fdb5de7f00c8e546bfce0892f35896a9},
abstract={The proceedings contain 23 papers. The topics discussed include: novice difficulties with analyzing the running time of short pieces of code; analysis of a process for introductory debugging; examining the exams: bloom and database modelling and design; exploring the effects of contextualized problem descriptions on problem solving; assessing understanding of maintainability using code review; visual analogy for understanding polymorphism types; automated classification of computing education questions using bloom’s taxonomy; the impact of multiple choice question design on predictions of performance; lecture recordings, viewing habits, and performance in an introductory programming course; improving student peer code review using gamification; and promoting early engagement with programming assignments using scheduled automated feedback.},
publisher={Association for Computing Machinery},
isbn={9781450376860},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Review},
source={Scopus},
}


@ARTICLE{Box20041,
author={Box, I.},
title={Object-Oriented Analysis, Criterion-Referencing and Bloom},
journal={Proceedings of the sixth Australasian Conference on Computing Education},
year={2004},
volume={30},
abstract = {Lister and Leaney (Lister and Leaney, 2003b) presented a "coherent, explicit grading
philosophy based on Bloom's taxonomy". I applied this philosophy to a second year,
first semester subject in object-oriented analysis. My motivation to do so was based
on a complexity of issues similar to those encountered by Lister et al. I report on
the implementation of the philosophy, the lessons learned, as well as the fairness,
equity, and feasibility of the implementation. I recommend the application of the
grading philosophy as it yields a viable, repeatable, sustainable, and honest assessment
strategy.},
keywords = {Bloom's taxonomy, criteria referencing, software development},
pages={1-8},
note={cited By 6},
source={Scopus},
}


@ARTICLE{Prior2003247,
author={Prior, J.C.},
title={Online assessment of SQL query formulation skills},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
abstract = {Being able to formulate useful SQL queries is a fundamental skill required by many
software development professionals. Mastering this skill is a difficult process, requiring
considerable practice and effort on the part of the student. In addition, assessment
of SQL query formulation skills is a process that does not appear to have been thoroughly
researched, and numerous problems are inherent to the approaches commonly taken in
universities to do this assessment. This paper examines two of these approaches, identifies
problems with them, and then proposes another method of assessment. The way that students
are assessed in a subject has a significant impact on their learning approach, and
it is crucial that assessment tasks are carefully designed and implemented to inculcate
a deep learning experience. The online assessment method proposed is described, evaluated,
and the challenges and benefits of using it are discussed. This is a work-in-progress
and the conclusion states that further validation is needed, and there is opportunity
for additional research and development in this particular area of assessment.},
keywords = {assessment, databases, learning approaches, online assessment, testing, SQL, SQL query formulation},
volume={20},
pages={247-256},
note={cited By 24},
source={Scopus},
}

@ARTICLE{Barker20032003,
author={Barker, S.},
title={Online discussion boards: Impacting the learning experience},
journal={Proceedings of the Fifth Australasian Conference on Computing Education - Volume 20},
year={2003},
abstract = {The availability of technology has seen the development of online asynchronous discussion
boards for use in teaching and learning. This paper explores the use of this medium
within a second year undergraduate business course at the University of South Australia
to supplement traditional delivery methods as well as showing how this medium can
be used to enhance the development of communication, critical analysis, problem-solving
and collaboration skills.},
keywords = {asynchronous discussion boards, graduate qualities},
pages={2003},
note={cited By 1},
source={Scopus},
}


@ARTICLE{Newman200395,
author={Newman, I. and Daniels, M. and Faulkner, X.},
title={Open ended group projects a 'tool' for more effective teaching},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
abstract = {Open Ended Group Projects [OEGP] offer an educational 'model', or tool, that has many
benefits in terms of how and what students learn. This paper contains an explanation
of the ideas that underlie OEGP and relates them to the concepts of problem based
learning and educational constructivism. It shows how OEGPs can be used to encourage
reflection on and application of the fundamental, subject specific, principles the
students have learned and can contribute to the development of professional and 'social'
skills which will be essential for their future careers. The holistic approach promoted
by OEGP is argued to reduce the 'techie' flavor of CS education and thus help in attracting
and keeping female students.The paper discusses the role of OEGP in increasing student
motivation, reinforcing other educational approaches and allowing new 'fast breaking'
topics to be explored in some depth without changing the curriculum. Finally the issue
of fairly assessing group projects is considered with particular emphasis on the social
skills aspects.The ideas are based on the experiences of the authors working in different
institutions. They are illustrated using one course (IT in Society), which will be
given for the fifth time this fall. This course is based on the idea that to make
efficient use of Computer Science knowledge and skills in real life also requires
the use of soft skills. Teachers from different disciplines supervise student groups
solving real world problems with an emphasis on communication and group working and
the application of acquired CS knowledge.},
keywords = {OEPG, motivation, problem based learning, constructivism},
volume={20},
pages={95-103},
note={cited By 23},
source={Scopus},
}



@ARTICLE{Porter2004241,
author={Porter, R. and Calder, P.},
title={Patterns in learning to program: An experiment?},
journal={Proceedings of the Sixth Australasian Conference on Computing Education},
year={2004},
volume={30},
abstract = {Learning to program involves the application of programming language features to the
solving of novel problems, and the experience of educators suggests that it is this
factor that causes novice programmers the most difficulty. Because software patterns
are descriptions of common problems and their solution written in a standardised format
that facilitates reuse, their use in the novice context is indicated. An earlier paper
(Porter &amp; Calder 2003) suggested and demonstrated a process for applying patterns
to problems that derives from the relationships between patterns in a pattern language
suitable for novice programmers. This paper reports on the feasibility of testing
the idea.},
keywords = {programming, design patterns, novice},
pages={241-246},
note={cited By 17},
source={Scopus},
}

@CONFERENCE{Craig199841,
author={Craig, A.},
title={Peer mentoring female computing students does it make a difference?},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={41-47},
doi={10.1145/289393.289401},
note={cited By 5; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869104210&doi=10.1145%2f289393.289401&partnerID=40&md5=b823d0b74183fd7373f282b587c9e195},
affiliation={Department of Information Systems, Victoria University of Technology, P.O. Box 14428, Melbourne, VIC  8001, Australia},
abstract={This paper briefly describes a peer mentoring scheme which leas adopted to improve the retention rate of female students in an undergraduate Business Computing course. A detailed evaluation of the program follows. The evaluation considers both the experiences of the participating young women and their retention rate This retention rate is compared with the retention rate of students not participating in the intervention strategy. © 1998 ACM.},
keywords={Computing;  Mentoring;  Retention;  Women},
keywords={Education;  Education computing, Business computing;  Computing;  Female students;  Intervention strategy;  Mentoring;  Peer-mentoring;  Retention;  Women, Students},
references={Cartwright, A., Colville, P., A mentor scheme in the bachelor of computing (1995) Equity and Access- Windows of Opportunities in the 90's, Second National Conference on Equity and Access in Tertiary Education 1995, , La Trobe University, Monash University, Swinburne University, Melbourne; Clulow, V., Peer mentoring: Can it serve to "integrate" the first year student?' (1995) The Inaugural Pacific Rim First Year Experience Conference, , Barrett, Maiy, (Ed), Queensland University of Technology, electronically published; Craig, A., (1996) Encouraging Female Students in Business Computing, , MBus Thesis, Victoria University of Technology, Melbourne; Matters, D., (1995) Gender and Engineering - Higher Education Data, , Nov, The National Centre for Women: Employment, Education and Training; Gibson, R., Hartnett, J., Escaping the Stereotype: Is it harder for girls? (1993) Networking for the Nineties -The Second Women in Computing Conference 1993, pp. 21-32. , Fisher, Julie, (Ed), Victoria University of Technology, Melbourne; Gruman, G., Getting women and minorities into computer science (1990) IEEE Software, pp. 87-92; Houghton, J., (1996) 1996 VCE Enrolments: An Initial Report, , report presented to Victoria University of Technology; Johnson, C., Mentoring programs (1990) The Freshman Year Experience - Helping Students Survive and Succeed in College, pp. 118-127. , Upcraft, M. & Gardner, J. (eds.)., Jossey-Bass Publishers, Oxford; Martin, M., Turner, A., A peer mentoring scheme for first year computing students (1996) The Second Pacific Rim Conference, , presented at, July 3-5, Melb. University, Melbourne; Maslen, G., Why women log off when it comes to computing degrees (1996) Campus News, 6 (44), p. 32. , Lang - quoted here in; Noel, L., Levitz, R., Saluri, D., (1987) Increasing Student Retention, , Associates, Jossey-Bass Publishers, San Francisco; Senjen, R., Guthrey, J., (1996) The Internetfor Women, , Melbourne: Spinifex Press; Tinto, V., (1987) Leaving College - Rethinking the Causes and Cures of Student Attrition, , University of Chicago, Chicago; Upcraft, M., Gardner, J., (1990) The Freshman Year Experience - Helping Students Survive and Succeed in College, , Jossey-Bass Publishers, Oxford},
correspondence_address1={Craig, A.; Department of Information Systems, P.O. Box 14428, Australia; email: AnnemiekeCraig@vut.edu.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@ARTICLE{Clark200441,
author={Clark, N.},
title={Peer testing in software engineering projects},
journal={Proceedings of the sixth Australasian Conference on Computing Education},
year={2004},
abstract = {For the last six years, students in the Software Engineering Project course at the
University of Tasmania have undertaken projects in teams of four or five members.
Since 1998 peer testing sessions have been conducted in two different formats: paired
peer code reviews and group peer inspections. The critique that the testers perform
can help the development team to identify problems before assessment hence increasing
the quality of the work submitted. The peer testing sessions also provide many different,
but valuable, benefits such as serving as milestones, increasing learning, and increasing
collaboration between students in different teams.},
keywords = {testing, education, software engineering, collaboration},
pages={41-48},
note={cited By 17},
source={Scopus},
}


@CONFERENCE{Kennedy200559,
author={Kennedy, G.J.},
title={Peer-assessment in Group Projects: Is It Worth It},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={59-65},
note={cited By 26; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873500503&partnerID=40&md5=cd75a4e045c697bca4b7beb98ac9a273},
affiliation={School of Information Technologies, The University of Sydney, NSW, 2006, Australia},
abstract={The incorporation of group projects into university computing courses is wide spread. However, there is evidence that students undertaking such projects express concern about the way in which marks awarded for outcomes produced by the group collaboratively are allocated to individuals in of the group. For example, since some group members contribute more or less than others, students feel that awarding the same mark to all members of a group is unfair. To address this problem some tertiary educators employ a strategy called 'peer assessment' as a way of determining how group marks are to be distributed among individuals. Peer assessment in this context refers to any of a variety of approaches where students are required to assess other members of a group on their relative contribution to a project. This paper describes one method of using peer assessment for this purpose and presents a detailed analysis of data collected from a class of 90 students undertaking a system development project at an Australian university. The paper raises the question whether procedures like the one described in the case study are valid and explores the impact of such procedures on the purported objectives of the course. Finally, it addresses the question "Is it worth it?" Does the effort expended on administering peer assessment result in significantly better assessment? © 2005, Australian Computer Society, Inc.},
keywords={Analysis of data;  Computing course;  Group members;  Group projects;  Peer assessment;  Relative contribution;  System development projects;  Wide spreads, Students},
references={Boud, D., Cohen, R., Peer Learning and Assessment (1999) Assessment and Evaluation in Higher Education, 24 (4), pp. 413-426; Cheng, W., Warren, M., Making a Difference: using peers to assess individual students' contributions to a group project (2000) Teaching in Higher Education, 5 (2), pp. 243-255; Gatfield, T., Examining Student Satisfaction with Group Projects and Peer Assessment (1999) Assessment & Evaluation in Higher Education, 24 (4), p. 365. , December; McInnis, J.R., Devlin, M., (2002), http://www.cshe.unimelb.edu.au/assessinglearning/docs/Group.pdf, Assessing Learning in Australian Universities: Assessing group work; Race, P., (1995), pp. 3-6. , The Art of Assessing New Academic Autumn 1995 3-5 and Spring; Reynolds, M., Trehan, K., Assessment: a critical perspective (2000) Studies in Higher Education, 25 (3), pp. 267-278; Utting, I.A., Negotiated Assessment Criteria and Peer Assessment in Software Engineering Group Project Work: A Case Study (1998) Research Report Computing Laboratory, , University of Kent at Canterbury UK; White, F., Lloyd, H., Kennedy, G., Stewart, C., Effective Management and Assessment of Group Work (2004), Final Report: Teaching Improvement Fund 2003 Faculty of Science University of Sydney},
correspondence_address1={Kennedy, G.J.; School of Information Technologies, , NSW, 2006, Australia; email: gkennedy@it.usyd.edu.au9},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Bullers200425,
author={Bullers, W.I.},
title={Personal software process in the database course},
journal={Personal Software Process In the Database Course},
year={2004},
abstract = {This paper describes the integration of the Personal Software Process (PSP) into an
introductory database course in an MIS curriculum. PSP is a highly disciplined, process-based
approach that serves to guide an individual programmer's activities during the development
of a software system. Developed at the Software Engineering Institute (SEI) at Carnegie
Mellon University, PSP defines how to use process principles to plan, track, and analyze
personal programming work; measure effort, software product size and defects; manage
software quality; and improve personal programming practices. Although generally used
to augment programming courses in computer science, the PSP is more generally applicable
to software development in a variety of contexts. This paper discusses an introductory
database course for which PSP was adapted and integrated in the database development
process. Student and instructor perceptions concerning the revised course are discussed.},
keywords = {database course, Personal Software Process, pedagogy, PSP},
volume={30},
pages={25-31},
note={cited By 3},
source={Scopus},
}

@CONFERENCE{Carbone2016,
author={Carbone, A. and Hamilton, M.},
title={Pizza with university ICT students: What do students' expect employers want from them?},
journal={ACM International Conference Proceeding Series},
year={2016},
volume={01-05-February-2016},
doi={10.1145/2843043.2843345},
art_number={a12},
note={cited By 1; Conference of Australasian Computer Science Week Multiconference, ACSW 2016 ; Conference Date: 1 February 2016 Through 5 February 2016;  Conference Code:119321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962504107&doi=10.1145%2f2843043.2843345&partnerID=40&md5=4bbb093cd36897b60e062ad4f9280d71},
affiliation={Office Vice-Provost(Learning and Teaching), Monash University, PO Box 197, Melbourne, Australia; School of Computer Science, IT, RMIT University, GPO Box 2476, Melbourne, Australia},
abstract={Improving the employability of graduates has been a nominated priority area for successive Australian Governments. While there has been extensive research into what industry requires of graduates in the workplace, little research is available about students' perceptions of graduate employability and how they feel it should be addressed in the curriculum. This paper draws of the findings from a nationally commissioned Australian study involving multiple institutions and multiple disciplines, aimed at aligning the employability skills expectations of employers, professional bodies, academic staff, graduates and students. The focus of this paper however is around ICT students' perceptions of graduate employability and the exploration of ways in which employability skills can be developed in graduates in the discipline of ICT. As a subset of the broader commissioned study, we ran focus groups with three cohorts of information, communication and technology (ICT) students from two Australian universities. Our key research areas investigated students' perceptions of the skills ICT employers are looking for, and ways to improve ICT students' employability. In addition, insights into students' feelings of their preparedness for work between the three focus groups cohorts are provided. The research questions were analysed thematically with a qualitative open coding approach based on themes drawn from the Fullen and Scott (2014) employability framework. Overall, while students realized the importance of discipline knowledge and technical skills, other generic skills were also acknowledged. The participants also had ideas in terms of how employability skills should be enhanced. Copyright 2016 ACM.},
keywords={Computer science education;  ICT graduate employability},
keywords={Curricula;  Education;  Education computing, Academic staff;  Computer Science Education;  Employability skills;  ICT graduate employability;  Information , communication and technologies;  Multiple disciplines;  Research questions;  Technical skills, Students},
references={Archer, W., Davison, J., (2008) Graduate Employability: What do Employers Think and want?, , http://www.brunel.ac.uk/services/pcc/staff/employability/?a=92718, London, the Council for Industry and Higher Education CIHE, last accessed 29/10/15; Bhaerman, R., Spill, R., A dialogue on employability skills: How can they be taught? (1988) Journal of Career Development, 15 (1), pp. 41-52; Brown, P., Hesketh, A., Williams, S., Employability in a knowledge-driven economy [1] (2003) Journal of Education and Work, 16 (2), pp. 107-126. , http://www.worc.ac.uk/edu/documents/EmployabilityInAKnowledgeDrivenEconomy2003.pdf, last accessed 29/10/15; Craven, J., ICT resource demand - An industry view (2014) Presentation to the Australian Council of Deans in ICT, , http://www.acdict.edu.au/documents/JohnCravenIndustryICTresourceDemand.pdf, UTS, Sydney 8th May 2014, last accessed 29/10/15; Cox, S., King, D., Skill sets: An approach to embed employability in course design (2006) Education and Training, 48 (14), pp. 262-274. , http://dx.doi.org/10.1108/00400910610671933; Curtis, D., McKenzie, P., (2001) Employability Skills for Australian Industry Literature Review and Framework Development: Report to Business Council of Australia, Australian Chamber of Commerce and Industry, , http://www.voced.edu.au/content/ngv%3A33428, last accessed 29/10/15; Fullen and Scott, (2014) New Pedagogies for Deep Learning White Paper, , Education PLUS, Collaborative Impact SPC, Seattle, Washington; Graduate Careers Australia (GCA), (2012) Graduate Destinations 2012, , http://www.graduatecareers.com.au/wpcontent/uploads/2013/07/Graduate%20Destinations%202012%20[secured].pdf, last accessed 29/10/15; Hamilton, M., Carbone, A., Gonsalvez, C., Jollands, M., Breakfast with ICT Employers: What do they want to see in our Graduates? (2015) Proceedings of the Seventeenth Australasian Computing Education Conference (ACE2015), , Sydney, Australia. January 27-30, 2015; Jollands, M., (2012) Developing Graduate Employability through Partnerships with Industry and Professional Associations, OLT Grant Proposal, , http://www.olt.gov.au, last accessed 29/10/15; Lowden, K., Hall, S., Elliot, D., Lewin, J., (2011) Employers' Perceptions of the Employability Skills of New Graduates, , http://www.edge.co.uk/media/63412/employability_skills_as_pdf_-_final_online_version.pdf, University of Glasgow, SCRE Centre and Edge Foundation, last accessed 29/10/15; Muhamad, S., Graduate employability and transferable skills: A review (2012) Advances in Natural & Applied Sciences, 6 (6), pp. 882-885. , http://www.aensiweb.com/old/anas/2012/882-885.pdf,lastaccessed29/10/15; Okay-Somerville, B., Scholarios, D., Shades of grey: Understanding job quality in emerging graduate occupations (2013) Human Relations 2013, 66, p. 555; Tymon, A., The student perspective on employability" (2013) Studies in Higher Education, 38 (6), pp. 841-856. , http://dx.doi.org/10.1080/03075079.2011.604408; United Kingdom Commission for Employment and Skills (UKCES), (2014) Careers of the Future, , https://www.gov.uk/government/news/research-showstechnology-creating-new-opportunities-form-old-jobs, last accessed 29/10/15; Wilton, N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates (2011) Work Employment Society, 25, pp. 85-100; Yorke, M., (2006) Learning & Employability Series One. Employability in Higher Education: What It is - What It is Not, , http://www.employability.ed.ac.uk/documents/Staff/HEA-Employability_in_HE%28Is,IsNot%29.pdf, Higher Education Academy, last accessed 29/10/15; Yorke, M., Knight, P., (2006) Learning and Employability Series One. Embedding Employability Into the Curriculum, , http://www.employability.ed.ac.uk/documents/Staff/HEABriefings/ESECT-3-Embedding_employability_into_curriculum.pdf, Higher Education Academy, last accessed 29/10/15},
sponsors={},
publisher={Association for Computing Machinery},
isbn={9781450340427},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Venables2003267,
author={Venables, A. and Haywood, L.},
title={Programming students NEED instant feedback!},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
volume={20},
abstract = {This paper describes the work that has been undertaken to improve the quantity and
quality of feedback given to students studying introductory Java programming. An on-line
submission program (submit) was developed that specifically addresses the needs of
beginning programming students by providing automatic and instant feedback to a student's
programming efforts. Traditionally, this feedback was provided by staff in scheduled
laboratory sessions, yet the amount of individual attention a particular student received
was haphazard. In addition, the introduction of the submit program has reduced the
marking and administrative load associated with providing timely feedback to students
for participating staff.submit is more than just an on-line letter box for students
to post their programs. submit also provides instant feedback which encourages students
to improve their programs to meet all given requirements as well as to improve programming
style.In order to assess the effectiveness of the submit program over four trials,
student responses to questionnaires were collated and support some tentative conclusions
as to the effectiveness of submit as a learning aid to students. Staff opinion from
those involved in the day-to-day teaching of Java programming was also solicited.
These responses have been very positive, especially from the staff that supervise
laboratory work.},
keywords = {computer aided learning, on-line submission},
pages={267-272},
note={cited By 19},
source={Scopus},
}



@CONFERENCE{Herbert200763,
author={Herbert, N.},
title={Quantitative peer assessment: Can students be objective?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={63-71},
note={cited By 18; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869123918&partnerID=40&md5=c6956645a812e23c706b7ead662fba74},
affiliation={School of Computing, University of Tasmania, Private Bag 100, Tasmania, 7001, Australia},
abstract={Team work can have a positive impact on student learning and commitment, but it is challenging to determine a method of assessment that does not require lecturers to involve themselves intimately with each team. Team members are often the best source of meaningful data, and as a result, lecturers are including self and peer assessment. One method of peer assessment is to have team members quantify their own contribution and that of team members. Concerns have been raised in the literature about distribution patterns with this method of peer assessment. An online peer assessment system has been capturing data from a capstone project course forthree years with over 24 teams and 100 students each year. This paper analyses the following questions: do students take the easy option of equal distribution to avoid conflict, are students honest about their own contribution, are females treated fairly and are international students unfairly discriminated against. © 2007, Australian Computer Society, Inc.},
keywords={Capstone project;  Peer assessment;  Teamwork},
keywords={Capstone projects;  Capturing data;  Distribution patterns;  Peer assessment;  Peer assessment system;  Student learning;  Team members;  Teamwork, Teaching, Students},
references={Brown, R., Autorating: Getting Individual Marks from Team Marks and Enhancing Teamwork (1995) Proceedings of Frontiers in Education Conference; Clark, N., Evaluating student teams developing unique industry projects (2005) Proceedings of the seventh Australasian Conference on Computing Education, , Newcastle, Australia; Clark, N., Davies, P., Skeers, R., Self and Peer Assessment in Software Engineering Project (2005) Proceedings of the seventh Australasian Conference on Computing Education, , Newcastle, Australia; Gates, A.Q., Delgado, N., Mondragon, O., A Structured Approach for Managing a Practical Software Engineering Course (2000) ASEE/IEEE Frontiers in Education Conference, 1, pp. 21-26. , October, Kansas City; Hayes, J.H., Lethbridge, T.C., Port, D., Evaluating Individual Contribution Toward Group Software Engineering Projects (2003) Proceedings of International Conference on Software Engineering, pp. 622-627. , Portland, Oregon; Herbert, N., Ollington, R., Software Engineering Project: Project Manual version 9 (2006), http://www.comp.utas.edu.au/units/kxa351//2006ProjectManualv9.pdf, Accessed July 31, 2006; Humphrey, W., (1997) Introduction to the Personal Software Process, , Addison-Wesley; Kaufmann, D.B., Felder, R.M., Fuller, H., Accounting for individual effort in cooperative learning teams (2000) Journal of Engineering Education, 89 (2), pp. 133-140; Layton, R.A., Ohland, M.W., (2001) Peer Ratings Revisited: Focus on Teamwork, , Not Ability; Proceedings of American Society for Engineering Education Annual Conference, Albuquerque; Wilkins, D.E., Lawhead, P.B., Evaluating Individuals in Team Projects (2000) Proceedings of the 31st SIGCSE Technical Symposium on Computer Science Education, pp. 172-175. , Austin, Texas},
correspondence_address1={Herbert, N.; School of Computing, Private Bag 100, Tasmania, 7001, Australia; email: Nicole.Herbert@utas.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Corney201277,
author={Corney, M. and Teague, D. and Ahadi, A. and Lister, R.},
title={Some empirical results for neo-Piagetian reasoning in novice programmers and the relationship to code explanation questions},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={77-86},
note={cited By 19; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984866155&partnerID=40&md5=09a4bbb2feb9034c73df84b9e0bbd310},
affiliation={Faculty of Science and Technology, Queensland University of Technology, Brisbane, QLD, Australia; Faculty of Engineering and Information Technology, University of Technology, Sydney, NSW, Australia},
abstract={Recent research on novice programmers has suggested that they pass through neo-Piagetian stages: sensorimotor, preoperational, and concrete operational stages, before eventually reaching programming competence at the formal operational stage. This paper presents empirical results in support of this neo-Piagetian perspective. The major novel contributions of this paper are empirical results for some exam questions aimed at testing novices for the concrete operational abilities to reason with quantities that are conserved, processes that are reversible, and properties that hold under transitive inference. While the questions we used had been proposed earlier by Lister, he did not present any data for how students performed on these questions. Our empirical results demonstrate that many students struggle to answer these problems, despite the apparent simplicity of these problems. We then compare student performance on these questions with their performance on six explain in plain English questions. © 2012, Australian Computer Society, Inc.},
keywords={CS1;  Neo-Piagetian;  Novice programmer},
keywords={Concretes, Exam questions;  Neo-Piagetian;  Novice programmer;  Operational ability;  Operational stages;  Recent researches;  Student performance, Students},
references={Chomsky, N., (1965) Aspects of the Theory of Syntax, , Cambridge, MA: MIT Press; Du Boulay, B., Some Difficulties in Learning to Program (1988) In Studying the Novice Programmer, pp. 283-299. , Soloway, E. and Spohrer, J. C. (eds), Lawrence Eribaum 1988; Edwards, S., Using Software Testing to Move Students from Trial-and-Error to Reflection-in-Action (2004) SIGCSE Bulletin, 36 (1), pp. 26-30; Ginat, D., Hasty Design, Futile Patching and the Elaboration of Rigor (2007) SIGCSE Bull, 39 (3), pp. 161-165. , (June); Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bull, 36 (4), pp. 119-150. , http://doi.acm.org/10.1145/1041624.1041673, (June); Lister, R., Simon, B., Thompson, E., Whalley, J., Prasad, C., Not Seeing the Forest for the Trees: Novice Programmers and the SOLO Taxonomy (2006) SIGCSE Bulletin, 38 (3), pp. 118-122; Lister, R., Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer (2011) Thirteenth Australasian Computing Education Conference (ACE 2011), pp. 9-18. , Perth, Australia, January 2011; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-year CS Students (2001) SIGCSE Bull, 33 (4), pp. 125-140; Perkins, D., Hancock, C., Hobbs, R., Martin, F., Simmons, R., Conditions of Learning in Novice Programmers (1986) Studying the novice programmer, pp. 261-279. , In Soloway and Sphorer (eds). Lawrence Erlbaum; Philpott, A., Robbins, P., Whalley, J., Accessing The Steps on the Road to Relational Thinking (2007) 20th Annual Conference of the National Advisory Committee on Computing Qualifications, p. 286. , Nelson, New Zealand; Piaget, J., (1930) The Child's Conception of Physical Causality, , London, K. Paul, Trench, Trubner & Co; Simon Lopez, M., Sutton, K., Clear, T., Surely We Must Learn to Read before We Learn to Write! (2009) In Proc. Eleventh Australasian Computing Education Conference (ACE 2009), pp. 165-170. , Wellington, New Zealand. CRPIT, 95. Hamilton, M. and Clear, T., Eds., ACS; Simon, A Note on Code-Explaining Examination Questions (2009) Ninth International Conference on Computing Education Research-Koli Calling 2009, pp. 21-30. , Koli, Finland, November 2009; Simon, Snowdon, S., Explaining Program Code: Giving Students the Answer Helps-But Only Just (2011) Seventh International Computing Education Research Workshop (ICER), Providence, pp. 93-99. , Rhode Island; Thomas, L., Ratcliffe, M., Thomasson, N., Scaffolding with Object Diagrams in First Year Programming Classes: Some Unexpected Results (2004) 35th SIGCSE technical symposium on Computer science education (SIGCSE '04), pp. 250-254; Traynor, D., Bergin, S., Gibson, J.P., Automated Assessment in CS1. 8th Australian Conference on Computing Education (ACE), Hobart, Australia, ACM (2006) International Conference Proceeding Series, 165, pp. 223-228. , http://crpit.com/confpapers/CRPITV52Traynor.pdf; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, A.P.K., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Proceedings of the 8th Australasian Computing Education Conference, pp. 243-252},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{NoAuthor1998,
title={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
page_count={209},
note={cited By 0; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029578258&partnerID=40&md5=6410d667051bbd9fd64359d9e7ef7ce0},
abstract={The proceedings contain 27 papers. The topics discussed include: computer & network infrastructure design, installation, maintenance and management - a proposed new competency based curriculum; investigation of tutorials in a core computing subject; peer mentoring female computing students - does it make a difference?; introducing a legal strand in the computer science curriculum; computer science in the new millennium: convergence of the technical, social and ethical; a network model for network management teaching; supporting a diverse group of casual tutors and demonstrators: one size doesn't fit all; undergraduate students and the management-technology interface: a multi-disciplinary education program; web technology as curriculum; consolidate, preserve and build: a tutor training program for a new school; visa: towards a students' green card to automata theory and formal languages; multi-campus teaching using computer networks; where are we? the year 2000 and computer science; automated generation of hypertextual course material from plaintext; authentication strategies for online assessments; some experimental evidence on the educational value of interactive Java applets in web-based tutorials; extending HCI in the computer science curriculum; multimedia delivery of computer programming subjects: basing structure on instructional design; and user interface design and programming for computer science majors.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Review},
source={Scopus},
}

@CONFERENCE{Herbert201351,
author={Herbert, N. and Dermoudy, J. and Ellis, L. and Cameron-Jones, M. and Chinthammit, W. and Lewis, I. and de Salas, K. and Springer, M.},
title={Stakeholder-led curriculum redesign},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={51-58},
note={cited By 4; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026497471&partnerID=40&md5=67b0087138fbd617f5ccd8309857b4cb},
affiliation={School of Computing and Information Systems, University of Tasmania, Private Bag 87, Hobart, TAS  7001, Australia},
abstract={The University of Tasmania is undertaking a 'greenfields' replacement of its existing undergraduate ICT offerings. As part of the process over thirty industry members and educators were interviewed to gain their advice on what should be included in the only bachelors level ICT degree offered in Tasmania from 2014. This paper reports on lessons learned in ICT curriculum review and in the identification of desired graduate skills and knowledge for future employment. With a strong trend towards utilising outsourcing and off-shoring for software and system development, industry members indicated that there is no room in the ICT industry of the future for personnel who cannot relate to customers and who lack the business acumen to be able to undertake analysis at the commencement of a project or integration at its conclusion. The review identified strong demand for graduates to be ICT professionals with generic professional skills (such as communication and teamwork) along with other non-technical skills (such as business analysis, sourcing and integration) in addition to the traditional domain skills (including programming and databases). Employers desired graduates with a broad range of ICT knowledge but with a depth of competency in at least one ICT technical area. A summary of the outcomes, including likely degree content, is provided. © 2013, Australian Computer Society, Inc.},
keywords={ICT Curriculum;  ICT Graduates;  ICT Industry},
keywords={Education;  Outsourcing;  Personnel, Business analysis;  Graduate skills;  ICT Graduates;  ICT industries;  Industry members;  Non-technical skills;  Professional skills;  System development, Curricula},
references={(2008) Association for Computing Machinery (2008): Computer Science Curriculum 2008, , http://www.acm.org/education/curricula/ComputerScience2008.pdf, Accessed 17 August 2012; (2011) Australian Computer Society (2011): Accreditation Manual, ACS; (2000) Employer Satisfaction with Graduate Skills Research Report, , Commonwealth Government of Australia; Gruba, P., Moffat, A., Søndergaard, H., Zobel, J., "What Drives Curriculum Change?" (2004) Proceedings of the Sixth Australasian Computing Education Conference, pp. 109-117. , ACS; Hagan, D., "Employer Satisfaction with ICT Graduates" (2004) Proceedings of the Sixth Australasian Computing Education Conference, pp. 119-123. , ACS; Herbert, N., de Salas, K., Lewis, I., Cameron-Jones, M., Chinthammit, W., Dermoudy, J., Ellis, L., Springer, M., "Identifying career outcomes as the first step in ICT curricula development" (2013) Accepted in the Fifteenth Australasian Computing Education Conference (ACE2013), , Adelaide, Australia, January 2013; (1999) Skills in Demand, , http://www.ignite.net.au/skills/, Cited in Orr and von Hellens (2000); Koppi, T., Sheard, J., Naghdy, F., Chicharo, J., Edwards, S., Brookes, W., Wilson, D., "What Our ICT Graduates Really Need from Us: A Perspective from the Workplace" (2009) Proceedings of the Eleventh Australasian Computing Education Conference (ACE2009), , Wellington, New Zealand, January 2009; (2012) 2012 Handbook, , http://monash.edu/pubs/2012handbooks/units/index-byfaculty-it.html, Accessed 8 Aug 2012; Nagarajan, S., Edwards, J., "Towards Understanding the Non-technical Work Experiences of Recent Australian Information Technology Graduates" (2008) Proceedings of the Tenth Australasian Computing Education Conference, pp. 103-112. , ACS; Orr, J., von Hellens, L., "Skill Requirements of IT&T Professionals and Graduates: An Australian Study Research in Progress" (2000) Proceedings of the 2000 ACM SIGCPR Conference on Computer Personnel Research, pp. 167-170. , ACM; (2012) 2012 Study Handbook, , http://www.qut.edu.au/study/courses/bachelor-of-information-technology, Accessed 8 August 2012; (2012) 2012 Courses Handbook, , http://courses.swinburne.edu.au/courses/Bachelor-of-Information-Technology-I050/local, Accessed 8 August 2012; (2006) Articulate Workers Wanted, , www.highbeam.com/doc/1G1-153601934.html8/8/2012, 01 November 2006; (2012) Courses and Units 2012 Handbook, , http://courses.utas.edu.au/portal/page/portal/COURSE_UNIT/UTAS_CU_ENTRY?P_YEAR=2012&P_CONTEXT=NEW, Accessed 17 August 2012; Wong, S., von Hellens, L., Orr, J., "Non-technical skills and personal attributes: the Soft Skills Matter Most" (2006) Proceedings of the Sixth Australiasian Women in Computing Workshop, , Cited in Nagarajan and Edwards (2008)},
correspondence_address1={Herbert, N.; School of Computing and Information Systems, Private Bag 87, Australia; email: Nicole.Herbert@utas.edu.au},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@ARTICLE{Truong2004317,
author={Truong, N. and Roe, P. and Bancroft, P.},
title={Static analysis of students' Java programs},
journal={Proceedings of the Sixth Conference on Australian Computing Education},
year={2004},
abstract = {A recent industry survey (Townhidnejad and Hilburn, 2002) has reported that more than
fifty percent of a software project's budget is spent on activities related to improving
software quality. Industry leaders claim that this is caused by the inadequate attention
paid to software quality in the development phase. This paper introduces a static
analysis framework which can be used to give beginning students practice in writing
better quality Java programs and to assist teaching staff in the marking process.
The framework uses both software engineering metrics and relative comparison to judge
the quality of student's programs and provide feedback about how solutions might be
improved.},
keywords = {online learning, Java, Web, static analysis, XML, tutoring system},
volume={30},
pages={317-325},
note={cited By 75},
source={Scopus},
}


@ARTICLE{Gruba2004101,
author={Gruba, P. and Al-Mahmood, R.},
title={Strategies for communication skills development},
journal={Proceedings of the Sixth Conference on Australian Computing Education},
year={2004},
abstract = {As the scope of computer science continues to expand and move further into inter-disciplinary
research, we see communication skills development (CSD) gain prominence in tertiary
courses. Employer groups, professional bodies and universities increasingly demand
that our graduates emerge being able to think critically, write, and work effectively
in teams. But how do we go about creating a sustainable framework for CSD? This paper
outlines several strategies departments can use to integrate CSD in a curriculum.
Using a case study approach, we report on interviews with employers, students and
staff. We identify common themes from these stakeholders, and set out a series of
strategies that can be used to address urgent and serious need to integrate CSD into
our courses.},
keywords = {communication across the curriculum, communication skills development, curriculum change},
volume={30},
pages={101-107},
note={cited By 19},
source={Scopus},
}



@CONFERENCE{Lopez201431,
author={Lopez, M. and Lopez, D.},
title={Student and staff expectations of NZQA levels},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={31-39},
note={cited By 1},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984868968&partnerID=40&md5=43fd25cc5a5f4870f4dcf92b687e8df0},
affiliation={Christchurch Polytechnic Institute of Technology, 130 Madras Street, Christchurch, New Zealand},
abstract={In this cross-sectional study, we surveyed 275 students from representative courses across four levels of the New Zealand Qualifications Framework (NZQF) to elicit their expectations of the nature of the skills and knowledge, and the degree of self-management and collaboration, required for their courses. We compared their responses to the expectations set out in the qualifications framework. We also surveyed 9 lecturers and compared their expectations to both students and the framework. We found significant differences between student and framework expectations; student expectations were clearly lower than the framework. Moreover, student expectations remained at a low level, even in higher level courses and the gap was wider at the higher levels. We also found significant differences between student and lecturer expectations. At the higher course levels, lecturer expectations were broadly between those of students and the framework, which suggests that lecturer expectations are a compromise between both of these. Any misalignment of expectations poses a challenge for educators. We suggest practical measures for aligning these expectations. © 2014, Australian Computer Society, Inc.},
keywords={Accreditation expectations;  Lecturer expectations;  Student expectations},
keywords={Education;  Surveys;  Teaching, Cross-sectional study;  Lecturer expectations;  New zealand;  Practical measures;  Self management;  Student expectations, Students},
references={(2013) Australian Qualifications Framework, , http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf, [Online]; Biggs, J., Collis, K., (1982) Evaluating the Quality of Learning: the SOLO taxonomy, , New York: Academic Press; Bloom, B., (1956) Taxonomy of Educational Objectives Handbook 1: Cognitive Domain, , New York: Longman, Green & Co; Brabrand, C., Dahl, B., Constructive alignment & the SOLO Taxonomy: a comparative study of University competences in Computer Science vs. Mathematics (2007) Proc. Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007)., 88, pp. 3-17. , R. Lister & Simon, eds. Koli National Park, Finland: CRPIT, ACS; Brabrand, C., Dahl, B., Analyzing CS Competencies using The SOLO Taxonomy (2009) Proc. 14th annual ACM SIGCSE conference on Innovation and technology in computer science education (ITCSE2009), pp. 1-1. , Bilkent, Ankara, Turkey: ACM; Fuller, U., Developing a computer science-specific learning taxonomy (2007) ACM SIGCSE Bulletin, 39 (4), pp. 152-179; Howard, R., Carver, C.L.W., Felder's learning styles, Bloom's taxonomy, and the Kolb learning cycle: Tying it all together in the CS2 course (1996) Proc. Twenty-fifth SIGCSE Technical Symposium on Computer Science Education, pp. 227-231. , Philadelphia, PA: ACM, New York; Kemmis, R., (2010) Transition from vocational education and training to higher education: Orientation, , Wagga Wagga, NSW, Australia: Charles Sturt University; Lister, R., Objectives and objective assessment in CS1 (2001) Proc. Thirtieth SIGCSE Technical Symposium on Computer Science Education (SIGCSE'01), pp. 292-296. , Charlotte, NC: ACM; Lister, R., Leaney, J., Introductory programming, criterion-referencing and Bloom (2003) Proc. Thirty-fourth SIGCSE Technical Symposium on Computer Science Education (SIGCSE'03), pp. 143-147. , Reno, NV: ACM; Lister, R., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education (ITiCSE '06), pp. 118-122. , Bologna, Italy: ACM; Lopez, M., Lopez, D., McCarthy, C., Oliver, R., Staff and student perceptions of NZQA levels (2013) Proc. 26th annual conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2013), pp. 49-55. , Hamilton, New Zealand, October 6-9, 2013. Hamilton, NZ: CITRENZ; Lowden, K., Hall, A., Elliot, D., Lewin, J., (2011) Employers' perceptions of the employability skills of new graduates, , London: Edge Foundation; Expectations of providers and students (2013), http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/PolicyAndStrategy/TertiaryEducationStrategy/PartThreeExpectations.aspx, [Online], [Accessed 13 7 2013]; Naidoo, R., Jamieson, I., Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education. (2005) Journal of Education Policy, 20 (3), pp. 267-281; (2011) The New Zealand Qualifications Framework [Version 2], , http://www.nzqa.govt.nz/assets/Studying-in-NZ/New-Zealand-Qualification-Framework/requirements-nzqf.pdf, [Online]; Nunn, J., Else, d., Pitt, J., Carroll, P., Computing, communicating and contracting: A first year experience in lifelong learning (1995) Proc. annual conference of the Australian Society for Computers in Learning in Tertiary Education (ascilite95), , Melbourne, Australia: ASCiLiTE; Oliver, D., Dobele, T., Greber, M., Roberts, T., This course has a Bloom rating of 3.9 (2004) Proc. sixth Australasian Computing Education conference (ACE2004), 30, pp. 227-231. , R. Lister & A. Young, eds, Dunedin, NZ: ACS CRPIT; Round, A., A survey of student attitudes, experiences and expectations (2005), http://www.northumbria.ac.uk/static/worddocument/ardocs/student_attitude_report.doc, [Online], [Accessed 14 7 2013]; Sanders, I., Mueller, C., A Fundamentals-based Curriculum for First Year Computer Science (2000) Proc. Thirty-first SIGCSE technical symposium on ComputerScience Education (SIGCSE'00), pp. 227-231. , Austin, Texas: ACM; Sheard, J., Going SOLO to assess novice programmers (2008) Proceedings of the 13th annual conference on Innovation and technology in computer science education (ITiCSE '08), pp. 209-213. , Madrid, Spain: ACM; (2008) The framework for higher education qualifications in England, Wales and Northern Ireland, , http://www.qaa.ac.uk/Publications/InformationandGuidance/Documents/FHEQ08.pdf, [Online]; Thompson, E., Holistic assessment criteria - Applying SOLO to programming projects (2007) proc. Ninth Australasian Computing Education Conference (ACE2007), 66, pp. 155-162. , S. Mann & Simon, eds, Ballarat, Victoria, Australia: ACS CRPIT; Weligamage, S., Siengthai, S., Employer needs and graduate skills: The gap between employer expectations and job rxpectations of Sri Lankan University graduates (2003) Proc. the 9th International Conference on Sri Lankan Studies (ICSLS2003), , Matara, Sri Lanka: SLSNET; Whalley, J., An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies (2006) Proc. Eigth Australian Computer Education conference (ACE2006), 52, pp. 243-252. , D. Tolhurst & S. Mann, eds. Hobart, Tasmania, Australia: ACS CRPIT},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Carbone201341,
author={Carbone, A. and Ceddia, J. and Simon and D'Souza, D. and Mason, R.},
title={Student concerns in introductory programming courses},
journal={Conferences in Research and Practice in Information Technology Series},
year={2013},
volume={136},
pages={41-50},
note={cited By 5; Conference of 15th Australasian Computing Education Conference, ACE 2013 ; Conference Date: 29 January 2013 Through 1 February 2013;  Conference Code:128805},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006704915&partnerID=40&md5=7f656041086bbb814dea4ad6a6dea7ab},
affiliation={Monash University, Australia; University of Newcastle, Australia; RMIT University, Australia; Southern Cross University, Australia},
abstract={Student evaluations of courses across many Australian universities typically give students the option to comment on the best aspects of a course and those aspects that they believe need improving. Such comments have been collated from students in introductory programming courses at four Australian universities. In this paper we present the results of a thematic analysis to see whether there are common themes to the areas students consider most in need of improvement. We have undertaken this study to gain an understanding of the student concerns in introductory programming courses, in the expectation that a framework could be developed to assist academics with reviewing their courses in subsequent offerings. We have found that at all institutions the main focuses of student comments are the course as a whole and the assessment, although at different universities the comments focus on different aspects of these items. © 2013, Australian Computer Society, Inc.},
keywords={Education quality in ICT;  ICT Education;  Teaching strategy;  Thematic analysis},
keywords={Education;  Quality control;  Societies and institutions;  Teaching, Education quality;  ICT education;  Introductory programming course;  Student evaluation;  Teaching strategy;  Thematic analysis, Students},
references={(2012), http://www.graduatecareers.com.au/research/surveys/australiangraduatesurvey/, Graduate Careers Australia (Accessed June 2012); Banerjee, M., Capozzoli, M., McSweeney, L., Sinha, D., Beyond kappa: a review of interrater agreement measures (1999) Canadian Journal of Statistics, 27 (1), pp. 3-23; Beaubouef, T., Mason, J., Why the high attrition rates for Computer Science students: Some thoughts and observations (2005) ACM SIGCSE Bulletin, 37 (2), pp. 103-106. , ACM New York, USA, June 2005; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) ACM SIGCSE Bulletin, 39 (2), pp. 32-36. , ACM New York, USA, June 2007; Brookfield, S., (1995) Becoming a critically reflective teacher, , San-Francisco: Josey-Bass 1995; Carbone, A., Ceddia, J., Common Areas for Improvement in ICT Units with Critically Low Student Satisfaction (2012) Fourteenth Australasian Computing Education Conference (ACE 2012), pp. 167-175. , Melbourne, Australia; Chalk, P., Boyle, T., Pickard, P., Bradley, C., Jones, R., Fisher, K., Improving pass rates in introductory programming (2003) In Proceedings of 4th LTSN-ICS Conference, , Galway, UK, August 2003; Denning, P., McGettrick, A., Recentering Computer Science (2005) Communications of the ACM, 48 (11), pp. 15-19; Galbraith, C., Merrill, G., Kline, D., Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses (2012) Research in Higher Education, 53, pp. 353-374; Kinnunen, P., Malmi, L., Why students drop out CS1 course? (2006) Proceedings of the second international workshop on Computing education research (ICER'06), pp. 97-108. , ACM New York, USA, 9-10 September 2006; Lefevere, K., HERDSA 2012 conference presentation Course evaluation: does student feedback improve future teaching?, , Personal communication; Moura, I., Teaching a CS Introductory Course: An Active Approach (2009) In Proceedings of Society for Information Technology and Teacher Education International Conference 2009, pp. 2308-2317. , Charleston, SC, USA: AACE; Pears, A., Does Quality Assurance Enhance the Quality of Computing Education? (2010) Presented at the meeting of the 12th Australasian Computing Education Conference (ACE 2010), , Brisbane, Australia; Ramsden, P., (2003) Learning to Teach in Higher Education, , RoutledgeFalmer, London},
editor={Whalley J., Carbone A.},
sponsors={Australian Computer Society (ACS); AUT University; Computing Research and Education (CORE); et al.; Monash University; University of South Australia (UniSA)},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770210},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{deRaadt201271,
author={de Raadt, M.},
title={Student created cheat-sheets in examinations: Impact on student outcomes},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={71-76},
note={cited By 15; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964533478&partnerID=40&md5=bf78015ee71dfde6643cdabd44fc3085},
affiliation={Moodle, United Kingdom},
abstract={Examinations have traditionally been classified as "openbook" or "closed-book" in relation to the freedom for students to bring resources into examinations. Open-book examinations can have benefits, such as reduced anxiety, de-emphasis of memorisation and reduced cheating. But open-book examinations can also have disadvantages such as reduced preparation and the need for time during examinations to look up facts. An emerging alternative allows students to bring a cheat-sheet? of hand-written notes. This form of examination has the potential to offer many of the benefits of an open-book examination while overcoming some of its failings. There has been little evidence showing that cheat-sheets can have an impact, and what exists is contradictory. This study reveals that students who create and use cheat-sheets performed better, on average, in an introductory programming examination. Certain features of cheat-sheets were found to be related to superior performance, which may relate to student understanding. © 2012, Australian Computer Society, Inc.},
keywords={Cheat-sheet;  Computing education;  Examination;  Introductory programming;  Open-book},
keywords={Cheat-sheet;  Computing education;  Examination;  Introductory programming;  Open-book, Students},
references={Bacon, F., Open book Examinations (1969) Education and Training, 11 (9), p. 363; Bagert, D.J., Jr., Should computer science examinations contain "programming" problems? (1988) Proceedings of the nineteenth SIGCSE technical symposium on Computer science education (SIGCSE'88), pp. 288-292. , Atlanta, Georgia, USA, February 25-26, 1988; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York, Academic Press; Bloom, B.S., (1956) Taxonomy of Educational Objectives, , Edwards Bros., Ann Arbor, Michigan; Boniface, D., Candidates' use of notes and textbooks during an open-book examination (1985) Educational Research, 27 (3), pp. 201-209; Daly, C., Waldron, J., Assessing the Assessment of Programming Ability (2004) Proceedings of the 35th SIGCSE technical symposium on Computer science education (SIGCSE '04), pp. 210-213. , Norfolk, Virginia, USA, March 3-7, 2004; Dickson, K.L., Miller, M.D., Authorized Crib Cards Do Not Improve Exam Performance (2005) Teaching of Psychology, 32 (4), pp. 230-233; Dickson, K.L., Miller, M.D., Do Students Learn Course Material During Crib Sheet Construction? (2008) Teaching of Psychology, 35 (2), pp. 117-120; Erbe, B., Reducing Text Anxiety while Increasing Learning-The Cheat Sheet (2007) College Teaching, 55 (3), pp. 96-98; Feldhusen, J.F., An Evaluation of College Students' Reactions to Open Book Examinations (1961) Educational and Psychological Measurement, 21 (3), pp. 637-646; Janick, J., Crib Sheets (1990) Teaching Professor, 4 (6), p. 2; Kalish, R.A., An Experimental Evaluation of the Open Book Examination (1958) Journal of Educational Psychology, 49 (4), pp. 200-204; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) ACM SIGCSE Bulletin, 38 (3), pp. 118-122; Schumacher, C.F., Buztin, D.W., Finberg, L., Burg, F.D., The Effect of Open-vs (1978) Closed-Book Testing on Performance on a Multiple-Choice Examination in Pediatrics. Pediatrics, 61 (2), pp. 256-261; Sheard, J., Carbone, A., Lister, R., Simon, B., Going SOLO to assess novice programmers (2008) SIGCSE Bulletin, 40 (3), pp. 209-213; Sheard, J., Simon Carbone, A., Chinn, D., Laakso, M.-J., Clear, T., Exploring Programming Assessment Instruments: a Classification Scheme for Examination Questions (2011) Proc. Proceedings of the International Conference on Educational Research (ICER) 2011; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Theophilides, C., Koutselini, M., Study Behavior in the Closed-Book and the Open-Book Examination: A Comparative Analysis (2000) Educational Research and Evaluation, 6 (4), pp. 379-393; Tussing, L., A Consideration of the Open Book Examination (1951) Educational and Psychological Measurement, 11 (4), pp. 597-602; Visco, D., Swaminathan, S., Zagumny, L., Anthony, H., Interpreting Student-Constructed Study Guides (2007) Proceedings of the 114th Annual ASEE Conference & Exposition, pp. 1-9. , Honolulu, Hawaii, USA, June 24-27, 2007; Weimer, M., Exams: Alternate ideas and approaches (1989) Teaching Professor, 3 (8), pp. 3-4; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robins, P., Kumar, P.K.A., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Proceedings of the Eighth Australasian Computing Education Conference (ACE2006), pp. 243-252. , Hobart, Australia, January 2006; Yu, B., Tsiknis, G., Allen, M., Turning Exams Into A Learning Experience (2010) Proc. Proceedings of the 41st ACM technical symposium on Computer science education (SIGCSE2010)},
correspondence_address1={de Raadt, M.; MoodleUnited Kingdom; email: michaeld@moodle.com},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Simmonds2003143,
author={Simmonds, A.J.},
title={Student learning experience with an industry certification course at university},
journal={Proceedings of the Fifth Australasian Computing Education Conference},
year={2003},
abstract = {This is an analysis of the computer generated feedback from an industry certification
course, as taught as part of a university unit. A method for extracting useful information
from the available course evaluation data is proposed, and the method is shown to
be effective and reasonable. Conclusions for the particular unit are drawn. In particular
it is shown that the unit was successful in giving a large cohort of students a good
learning experience and that there is a high degree of correlation between student
enjoyment and the professionalism of the instructor.},
keywords = {industry certification, multiple choice},
pages={143-147},
note={cited By 1},
source={Scopus},
}

@CONFERENCE{Vartiainen2008163,
author={Vartiainen, T.},
title={Student life in computing: A variety of conflicting moral requirements},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={163-169},
note={cited By 1; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869117258&partnerID=40&md5=ce11e3852372e2f444d0244aef79ddaf},
affiliation={Turku School of Economics, Pori Unit PO Box 170, FI-28101 Pori, Finland},
abstract={Moral conflicts are inherent in human life and we try to arrange our societies to avoid the most dilemmatic decision-making situations. Few studies on ethical issues in computing education exist, and this one takes a step forward in filling this gap in knowledge. The study concerns moral conflicts in student life as perceived by information systems (IS) students in a Finnish university. Their perceptions were collected from a given discussion task and a phenomenographical approach was taken in the data analysis. Nine categories were found along two dimensions. On the first dimension the moral conflicts related to choosing the study line, carrying out the study tasks and engaging in extra-mural activities, and the pressures associated with student life. The second dimension revealed the intentions behind the conflicts: moral conflicts were reflected through self-concern, maintaining relations, and upholding society. Implications for research and practice are suggested. © 2008, Australian Computer Society, Inc.},
keywords={Moral conflicts;  Phenomenography;  Student life},
keywords={Computing education;  Ethical issues;  Finnish;  Human lives;  Moral conflicts;  Phenomenography;  Two-dimension, Students},
references={Blake, R.R., Mouton, J.S., The New Managerial Grid. Houston: Gulf Publishing Company (1978) Organization & Management, A Systems and Contingency Approach, , Referenced in F.E. Kast, J.E., Rosenzweig 1985. New York: McGraw-Hill; Fielding, N., Qualitative Interviewing (1993) Researching Social Life, , N. Gilbert (Ed.) London: SAGE Publications; Francis, H., Advancing Phenomenography (1993) Nordisk Pedagogik, 13 (2); Gillian, W.R., Krebs, D.L., The construction of moral dilemmas in everyday life (2000) Journal of Moral Education, 29 (1); Gilligan, C., (1982) In a Different Voice: Psychological theory and women's development, , Cambridge, Mass.: Harvard University Press; Ihde, D., (1979) Experimental Phenomenology, , New York: G.P. Putnam's Sons; Isomäki, H., (2002) The Prevailing Conceptions of the Human Being in Information Systems Development: Systems Designers' Reflections, , University of Tampere. Department of Computer Science and Information Sciences. Report A-2002-6. Dissertation; Järvinen, P., On Research Methods (2001), Tampere, Finland: Opinpaja Oy; Kohlberg, L., (1981) The Philosophy of Moral Development, Moral Stages and the Idea of Justice, , San Francisco: Harper & Row; Marcus, R.B., Moral Dilemmas and Consistency (1987) Moral Dilemmas, , C.W. Gowans (Ed.) New York: Oxford University Press; Marton, F., Phenomenography - a research approach to investigating different understandings of reality (1986) Journal of Thought, 21 (3); Marton, F., Pang, M.F., Two Faces of Variation (1999) 8th European Conference for Learning and Instruction, , August 24-28, Göteborg University, Göteborg, Sweden; Myyry, L., Helkama, K., Socio-cognitive conflict, emotions, and complexity of thought in real-life morality (2007) Scandinavian Journal of Social Psychology, , (in press); Rest, J.R., Background: Theory and Research (1994) Moral Development in the Professions: Psychology and Applied Ethics, , J.R. Rest, D. Narvaez (Eds.) Mahwah: Lawrence Erlbaum Associates; Tirri, K., Teachers' Perceptions of Moral Dilemmas at School (1999) Journal of Moral Education, 28 (1); Uljens, M., Phenomenography - A Qualitative Approach in Educational Research (1991) Kasvatustutkimuksen laadullisia lähestymistapoja, 39. , L. Syrjälä, J. Merenheimo (Eds.) Kvalitatiivisten tutkimusmenetelmien seminaari Oulussa 11.-13.10.1990. Esitelmiä. Oulun yliopiston kasvatustieteiden tiedekunnan opetusmonisteita ja selosteita 1991},
correspondence_address1={Vartiainen, T.; Turku School of Economics, Pori Unit PO Box 170, FI-28101 Pori, Finland; email: tero.vartiainen@tse.fi},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Chung200041,
author={Chung, V.-L.},
title={Student participation in computer science tutorials: Why are their shoes so interesting?},
journal={ACM International Conference Proceeding Series},
year={2000},
volume={Part F129121},
pages={41-47},
doi={10.1145/359369.359375},
note={cited By 0; Conference of 2000 Australasian Conference on Computing Education, ACSE 2000 ; Conference Date: 4 December 2000 Through 6 December 2000;  Conference Code:129121},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028930908&doi=10.1145%2f359369.359375&partnerID=40&md5=e9bffb912ea26049147866db044a3ac2},
affiliation={Department of Computer Science and Software Engineering, University of Western Australia, Nedlands, WA  6907, Australia},
abstract={Getting student participation in tutorial and group discussion situations is always a challenge that can be difficult, time consuming and demoralising. As part of a Postgraduate Teaching Internship, a project is being initiated to try and determine the underlying causes for this refusal to participate by the undergraduates, and make attempts to resolve any problems or issues that may be causing the undergraduate students lack of participation. The preliminary results of a student survey into then-lack of participation in group discussions are discussed, along with potential solutions that can be implemented to avoid future problems, which are in the process of being evaluated. © 2000 ACM.},
keywords={Student Interactivity;  Student Surveys;  Tutorials Participation},
keywords={Education;  Surveys;  Teaching, Group discussions;  Interactivity;  Student participation;  Student surveys;  Tutorials Participation;  Undergraduate students;  Underlying cause, Students},
references={Adams, S.D., United Feature Syndicate, , http://www.dilbert.com/.Comicstrip; Hagan, D., Sheard, J., The value of discussion classes for teaching introductory programming (1998) SIGCSE Bulletin, , September; Dliad. User Friendly, , http://vn.usarfriandly.ozg/.Web-basedcomicstrip; Pierse, L., (2015) Theatresports Down under - A Guide for Coaches and Players, , Improcorp Australia Distributed by the ISH group, 11 Power Ave, Alexandria NSW Australia, info@ish.com.au; Stone, B., Scott, N., Dynamic Teaching So-lutions, , http://www.mech.uwa.edu/Dynamics/Default.html, Department of Mechanical and Materials Engineering The Unversity of Western Australia; (1994) Introduction to Teaching and Learning at Nottingham: A Course for New Lecturers, , The University of Nottingham; Teaching Internship Scheme Webpage, , http://www.acs.ura.edu.an/reg/sec/taachintern.htm, Teaching and Learning Committee, The University of Western Australia},
correspondence_address1={Chung, V.-L.; Department of Computer Science and Software Engineering, Australia; email: vlchung@cs.uwa.edu.au},
editor={Ellis A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={1581132719},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{McLachlan2010127,
author={McLachlan, C. and Craig, A. and Coldwell, J.},
title={Student perceptions of ICT: A gendered analysis},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={127-136},
note={cited By 13; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872785223&partnerID=40&md5=e0b6881c19e3a032c118bdca30624d9e},
affiliation={School of Information Systems, Deakin University, Australia; School of Information Technology, Deakin University, Australia},
abstract={This paper investigates the attitudes and perceptions of secondary school students to ICT. During the last decade there have been decreasing numbers of students completing ICT subjects at secondary school in their senior years. The data was collected from university students enrolled in a range of first year units. Although the survey was undertaken by university students, the data collected related to their opinions whilst still at secondary school. This study explored two areas: firstly, the reasons why students had elected not to study ICT in their senior years at secondary school; and secondly, it describes a gender analysis of the attitudes and perceptions of students who had elected to study ICT. The analysis found that many students were not interested in studying senior ICT subjects, and for those that were, there were only a few differences between the gendered opinions to ICT. © 2010, Australian Computer Society, Inc.},
keywords={Attitudes;  Computer usage;  Gender;  ICT;  Influences;  Nomenclature;  Perceptions;  Skill shortages;  Students},
keywords={Attitudes;  Gender;  ICT;  Influences;  Skill shortage, Information technology;  Sensory perception;  Terminology, Students},
references={Adams, A., Griffiths, M., Keogh, C., Moore, K., Richardson, H., Tattersall, A., Being an 'it' in IT: gendered identities in IT work (2006) European Journal of Information Systems, 15, pp. 368-378; Akbulut, A.Y., Looney, C.A., Motwani, J., Combating the decline in Information Systems Majors: the role of Instrumental assistance (2008) Journal of Computer Information Systems, 48 (3), pp. 84-93; Anderson, N., Timms, C., Courtney, L., If you want to advance in the ICT industry, you have to work harder than your male peers." Women in ICT Industry Survey: Preliminary findings (2006) Proc. AusWIT: participation one year on, 10th Australian Women in IT conference, , Adelaide, Australia; Avgerou, C., Siemer-Matravers, J., Bjorn-Anderson, N., The academic field of information systems in Europe (1999) European Journal of Information Systems, 8 (2), pp. 136-153; (2004), http://www.abs.gov.au/Aussats/abs@.nsf/46d1bc47ac9d0c7dca256c470025ff87/12D74A6C075E8CC4CA256E7D00002651?opendocument, Australian Bureau of Statistics 1370.0 - Measures of Australian Progress. Accessed 27 November 2008; Benson, S., Standing, C., (2005) Information systems: a business approach, , 2nd edn. Milton, John Wiley and Sons Australia Ltd; Bestrerfield-Sacre, M., Moreno, M., Shuman, L.J., Atman, C.J., Gender and Ethnicity differences in Freshmen Engineering Student Attitudes: A Cross-Institutional Study (2001) Journal of Engineering Education, 90 (4), pp. 477-489; Bimrose, J., Career theory for women (2006), http://www.gla.ac.uk/rg/egende09.htm, web page created on 7 November 2006, by Dr P M Clayton, Faculty of Education, University of Glasgow. Accessed 8 May 2008; Broos, A., Gender and Information and Communication Technologies (ICT) Anxiety: Male self-Assurance and Female hesitation (2005) CyberPsychology and Behavior, 8 (1), pp. 25-31; Craig, A., Intervention Programmes to Recruit Female Computing Students: Why Do the Programme Champions Do It? (2009) Proc. 11th Australasian Computing Conference, 95, pp. 35-44. , Wellington, NZ, ACS; (2007) Meeting the Demand for ICT Skills in the Australian Public Service - Today and for the Future, , Department of Finance and Administration Barton, Australian Government; Fisher, A., Margolis, J., Unlocking the Clubhouse: the Carnegie Mellon Experience (2002) Inroads -SIGSCE Bulletin, 34 (2), pp. 79-83; (2008), GradCareers in Engineering, Science and IT Melbourne, Hobsons Australia Pty Ltd; Griffiths, M., Moore, K., Richardson, H., Celebrating Heterogeneity?: A survey of female ICT professionals in England (2007) Information, Communication and Society, 10 (3), pp. 338-357; Guichard, J., Lenz, J., Career theory from an international perspective (2005) The Career Development Quarterly, , http://goliath.ecnext.com/coms2/summary_0199-4696208_ITM, 1 September 2005, Accessed 1 May 2008; Harris, R., Wilkinson, M.A., Situating gender: students' perceptions of information work (2004) Journal of Information Technology and People, 17 (1), pp. 71-86; Heywood, A., (2006) Careers for Information Technology Graduates, , http://www.vcaa.vic.edu.au, Parkville, Graduate Careers Council of Australia Limited. Accessed 12 May 2008; Lynch, J., Exploring the gender and IT problem and possible ways forward (2007) Gender and I.T: Ongoing challenges for computing and Information Technology education in Australian secondary schools, pp. 1-26. , Lynch J. (editor). Altona, Common Ground Publishing; Mbarika, V.W.A., Cobb Payton, F., Kvasny, L., Amadi, A., IT Education and Workforce Participation: A New Era for Women in Kenya? (2007) The Information Society, 23, pp. 1-18; McKinney, V.R., Wilson, D.D., Brooks, N., O'Leary-Kelly, A., Hardgrave, B., Women and Men in the IT Profession (2008) Communications of the ACM, 51 (2), pp. 81-84; (2004), Multimedia Victoria Attitudes to ICT careers and study among 17-19 year old Victorians. Melbourne, Department of Infrastructure; (2007), Multimedia Victoria ICT Skills Research, Attitudes to ICT Careers and Study among 14-19 year old Victorians (Years 9-12). Melbourne, Multimedia Victoria; (2007), Multimedia Victoria ICT Skills Snapshot, The State of ICT skills in Victoria. Melbourne, State of Victoria; Newmarch, E., Taylor-Steele, S., Cumpston, A., Women in IT - What Are the Barriers? (2000) Network of Women in Further Education Conference, , www.dest.gov.au/research/docs/womenin_it.pdf, Accessed 31 March 2008; Ogan, C., Herring, S., Ahuja, M., Robinson, J., The More Things Change, the More They Stay the Same: Gender Differences in Attitudes and Experiences Related to Computing (2005) International Communication Association Conference Papers, pp. 1-32. , Annual Meeting, New York; Panko, R.R., IT employment prospects: beyond the dotcom bubble (2008) European Journal of Information Systems, 17, pp. 182-197; Papastergiou, M., Are Computer Science and Information Technology still masculine fields? High school students' perceptions and career choices (2008) Computers & Education, 51 (2), pp. 594-608; Richardson, A., Tan, R., Building a better "geekness" measure for the world of tomorrow (2005) 16th Australian Conference on Information Systems, , 29 November to 2 December 2005, Sydney; Rommes, E., Overbeek, G., Scholte, R., Engels, R., De Kemp, R., I'm not interested in computers: Gender-based occupational choices of adolescents (2007) Information, Communication and Society, 10 (3), pp. 299-319; Sanders, J., Gender and Technology in Education: A Research Review (2005), http://www.josanders.com/pdf/gendertech0705.pdf, Accessed 31 March 2008; Staehr, L., Martin, M., Byrne, G., Encouraging Participation and Retention of Women in Undergraduate Computing Programs: An Australian Perspective (n.d.): Unpublished report; Staehr, L., Martin, M., Byrne, G., Computer Attitudes and Computing Career Perceptions of First Year Computing Students (2001) Informing Science, , http://proceedings.informingscience.org/IS2001Proceedings/pdf/staehrEBKcompu.pdf, Accessed 5 May 2008; von Hellens, L., Nielsen, S., Australian Women in IT (2001) Communications of the ACM, 44 (7), pp. 46-52; Wilson, D.N., Avison, D., Double Jeopardy: the Crises in Information Systems, an Australian Perspective (2007) 18th Australian Conference on Information Systems, pp. 60-68},
correspondence_address1={McLachlan, C.; School of Information Systems, Australia; email: camcla@deakin.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Drury200377,
author={Drury, H. and Kay, J. and Losberg, W.},
title={Student satisfaction with groupwork in undergraduate computer science: Do things get better?},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
abstract = {Groupwork has a large and important role in computer science courses. Moreover, groupwork
skills are among the most important generic attributes students should develop during
their studies as preparation for the world of work (Candy, Crebert and O'Leary, 1994,
Dearing, 1997). At the same time, all who have been involved in teaching that involves
groupwork will be aware that it brings challenges. It is important to support student
learning of group skills, to develop instruments for evaluating this aspect of teaching
and to measure student development in groupwork skill as well as student perceptions
of their groupwork experiences.This paper reports on a cross sectional evaluation
of student perceptions of groupwork. It is based upon both group interviews and a
questionnaire. An important contribution of this work is the questionnaire which could
be readily used in quality assurance elsewhere. Another contribution derives from
the results of our study. They give useful insight into student perceptions across
cross sectional cohorts and according to academic ability. We also report on ways
that this study has helped us define strategies to improve the development of student
skills in groupwork.},
keywords = {first year experience, quality assurance, groupwork, cross sectional study},
pages={77-85},
note={cited By 18},
source={Scopus},
}

@CONFERENCE{Herbert200773,
author={Herbert, N. and Wang, Z.},
title={Student timesheets can aid in curriculum coordination},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={73-80},
note={cited By 4; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869147630&partnerID=40&md5=cb9b160482d1cad514d1e114aa6f7db5},
affiliation={School of Computing, University of Tasmania, Private Bag 100, Tasmania, 7001, Australia},
abstract={For many years lecturers have been encouraging students to complete timesheets to help them manage their time and prepare them for the process when they enter the workforce. As well as aiding the students in time management, the data contained in a timesheet can be used for curriculum planning. In 2004, 2005, and 2006 students used a web-based timesheet system during a capstone project course. After considering the accuracy of the timesheet data the focus of this paper is an analysis of the data from the timesheet system to identify student's behavioural patterns and concludes that students work to deadlines, that students do not spend too much time on a capstone project, that the time spent on a task relates to the marks allocated to that task, that more time available for a task does not mean more time is used and that students can be induced to do tasks early. © 2007, Australian Computer Society, Inc.},
keywords={Capstone projects;  PSP;  Timesheets},
keywords={Capstone projects;  Curriculum coordination;  PSP;  Time management;  Time sheet;  Time spent, Curricula;  Teaching, Students},
references={Carrington, D., Time Monitoring for Students (1998) Proceedings of Frontiers in Education Conference, pp. 8-13. , Tempe, Arizona; Clark, N., Peer Testing in Software Engineering Projects (2004) Proceedings of the sixth Australasian Conference on Computing Education, pp. 41-48. , Dunedin, New Zealand; Clark, N., Evaluating student teams developing unique industry projects (2005) Proceedings of the seventh Australasian Conference on Computing Education, pp. 21-30. , Newcastle, Australia; Clark, N., Davies, P., Skeers, R., Self and Peer Assessment in Software Engineering Project (2005) Proceedings of the seventh Australasian Conference on Computing Education, pp. 91-100. , Newcastle, Australia; Humphrey, W., (1997) Introduction to the Personal Software Process, , Addison-Wesley; Johnson, P.M., Disney, A.M., Investigating data quality problems in the PSP (1998) Proceedings of the 6th ACM SIGSOFT international symposium on Foundations of software engineering, pp. 143-152. , Lake Buena Vista, Florida; Mathews, J.P., Haughton, N., Pisupati, S., Scaroni, A.W., DiBiase, D., For an online course encompassing "traditional campus students": how, where, and when students work and engage with the course material (2004) 34th ASEE/IEEE Frontiers in Education Conference, , Savannah, GA, F1D-12-16; Von Konsky, B.R., Ivins, J., Robey, M., (2005) Using PSP to Evaluate Student Effort in Achieving Learning - Outcomes in a Software Engineering Assignment Proceedings of the seventh Australasian Conference on Computing Education, pp. 193-202. , Newcastle, Australia},
correspondence_address1={Herbert, N.; School of Computing, Private Bag 100, Tasmania, 7001, Australia; email: Nicole.Herbert@utas.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Berglund2006265,
author={Berglund, A. and Wiggberg, M.},
title={Students learn CS in different ways: Insights from an empirical study},
journal={Working Group Reports on ITiCSE on Innovation and Technology in Computer Science Education 2006},
year={2006},
pages={265-269},
doi={10.1145/1140124.1140195},
note={cited By 9; Conference of 11th Annual Joint Conference Integrating Technology into Computer Science Education 2006 ; Conference Date: 26 June 2006 Through 28 June 2006;  Conference Code:70145},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-34548312249&doi=10.1145%2f1140124.1140195&partnerID=40&md5=0a409320f9685a7533e6e2f60c019522},
affiliation={Department of Information Technology, Uppsala University, Uppsala, Sweden},
abstract={This empirical study demonstrates that students' learning of computer science takes place in qualitatively different ways. The results consists of categories, where each category describe a certain way, in which the students approach their learning. The paper demonstrates that some of the ways to tackle the learning are better than others in resulting in a good learning outcome, and that they therefore should be encouraged. The data, underlying these results, are collected through interviews with third and fourth year students in two countries, and are further analyzed, using a phenomenographic research approach.},
keywords={Computer science education research;  Phenomenography;  The act of learning},
keywords={Computer science;  Data processing;  Engineering research;  Learning systems;  Students, Computer science education research;  Interviews;  Phenomenographic research approach, Engineering education},
references={Berglund, A., (2005) Learning computer systems in a distributed project course: The what, why, how and where, , Uppsala, Sweden: Acta Universitatis Upsaliensis; Booth, S., (1992) Learning to program: A phenomenographic perspective, , Gothenburg, Sweden: Acta Universitatis Gothoburgensis; Bruce, C., Buckingham, L., Hynd, J., McMahon, C., Roggenkamp, M., Stoodly, I., Ways of experiencing the act of learning to program: A phenomenographic study of introductory programming students at university (2004) Journal of Information Technology Education, 3, pp. 143-160; Dahlin, B., Regni, M., Conceptions of learning among Nepalese students (1997) Higher Education, 33, pp. 471-493; Daniels, M. (1999). Runestone, an International Student Collaboration Project. NyIng report No 11. Linköping, Sweden: Linköping University. Also available at http://www.docs.uu.se/~matsd/NyIng.html; (1994) Handbook of Qualitative Research, , Denzin, K. & Lincoln, Y. S, Eds, Thousand Oaks, Ca, USA: SAGE; Eckerdal, A. & Berglund, A. (2005). What Does it Take to Learn Programming Thinking? In the Proceedings of the 1st International Computing Education Research Workshop, Seattle, WA, USA. pp. 135-142; Eckerdal, A. & Thuné, M. (2005). Novice Java Programmers' Conceptions of Object and Class, and Variation Theory. Proceedings of the 10th annual ACM SIGCSE Conference. ITiCSE: Innovation and Technology in Computer Science Education, Lisbon, Portugal, pp 89-93; Eklund-Myrskog, G., Students' conceptions of learning in different educational contexts (1998) Higher Education, 35, pp. 299-316; Lister, R., Box, I., Morrison, B., Tenenberg, J., Westbrook, D.S., The dimensions of variation in the teaching of data structures (2004) Proceedings of the 9th annual ACM SIGCSE Conference. ITiCSE, pp. 92-96. , Innovation and Technology in Computer Science Education. Leeds, United Kingdom, pp; Marshall, D., Summers, M., Wollnough, B., Students conceptions of learning in an engineering context (1999) Higher Education, 38, pp. 291-309; Marton, F., Beaty, E., Dall'Alba, G., Conceptions of learning (1993) International Journal of Educational Research, 19, pp. 277-300; Marton, F., Booth, S., (1997) Learning and Awareness, , Mahwah, NJ, USA: Lawrence Erlbaum Associates; Marton, F., Watkins, D., Tang, C., Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong (1997) Learning and Instruction, 7 (1), pp. 21-48; Ramsden, P., (1992) Learning to Teach in Higher Education, , London, U.K, Routledge},
correspondence_address1={Berglund, A.; Department of Information Technology, , Uppsala, Sweden; email: anders.berglund@it.uu.se},
address={Bologna},
isbn={1595936033; 9781595936035},
language={English},
abbrev_source_title={Work. Group Rep. ITiCSE Innov. Technol. Comput. Sci. Educ.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Poon201187,
author={Poon, J.K.L.},
title={Students' Perceptions of Peer Evaluation in Project Work},
journal={Conferences in Research and Practice in Information Technology Series},
year={2011},
volume={114},
pages={87-93},
note={cited By 4; Conference of 13th Australasian Computing Education Conference, ACE 2011 ; Conference Date: 17 January 2011 Through 20 January 2011;  Conference Code:93144},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872799658&partnerID=40&md5=de6ef41b584bee79422249c63fa48206},
affiliation={Hong Kong Community College, The Hong Kong Polytechnic University, Hung Hom Bay, Kowloon, Hong Kong},
abstract={To capitalise on the benefits of group work and at the same time alleviate the potential negative effect of benefiting from collective effort without contributing equally (also referred to as free-riding) and internal conflict, this project was conducted for the following purposes: design an approach to peer assessment of individual contributions to group work, evaluate student perceptions on the proposed approach, and refine the approach. Under the proposed peer evaluation approach, the final project grade of an individual student is the sum of two components: the group project mark awarded by the lecturer and the contribution of the individual student to the team as assessed by other team members. Fifty-eight full-time computing students taking the module 'Project Work' at a post-secondary institution in Hong Kong were involved in this study. Data were collected from a questionnaire survey and a focus group interview. Findings revealed that participants strongly agreed that the proposed peer evaluation method was fair and could motivate them to work harder. This project provides a tested and workable peer evaluation approach for group projects at the post-secondary level, as well as maximises the learning values that group projects can bring to students. © 2011, Australian Computer Society, Inc.},
keywords={Group project work;  Higher education;  Peer assessment},
keywords={Focus groups;  Free-riding;  Group projects;  Group work;  Higher education;  Hong-kong;  Peer assessment;  Peer evaluations;  Post-secondary institutions;  Potential negative effects;  Project work;  Questionnaire surveys;  Student perceptions;  Team members;  Two-component, Students},
references={Barfield, R.L., Students' perceptions of and satisfaction with group grades and the group experience in the college classroom (2003) Assessment Evaluation Higher Education, 28 (4), pp. 356-369; Bower, M., Richards, D., Collaborative learning: some possibilities and limitations for students and teachers (2006) Proceedings of the Conference for the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 06), pp. 79-89; Bushel, G., Moderation of peer assessment in group projects (2006) Assessment Evaluation Higher Education, 31 (1), pp. 91-108; Cederblom, D., Lounsbury, J.W., An investigation of user acceptance of peer evaluations (1980) Personnel Psychology, 33, pp. 567-579; Chen, N.S., Wei, C.W., Wu, K.T., Uden, L., Effects of high level prompts and peer assessment on online learners' reflection levels (2009) Computers & Education, 52 (2), pp. 283-291; Cheng, W., Warren, M., Perceptions before and after a peer assessment exercise (1997) Studies in Higher Education, 22 (2), pp. 233-239; Clark, N., Evaluating student teams developing unique industry projects (2005) Proceedings of the 7th Australasian Computing Education Conference (ACE05), pp. 21-31; Clark, N., Davies, P., Skeers, R., Self and peer assessment in software engineering projects (2005) Proceedings of the 7th Australasian Computing Education Conference (ACE05), pp. 91-100; Clear, T., Computing capstone projects and the role of failure in education (2007) SIGCSE Bull, pp. 39-42; Conway, R., Kember, D., Sivan, A., Wu, M., Peer assessment of an individual's contribution to a group project (1993) Assessment and Evaluation in Higher Education, 18 (1), pp. 45-56; Dyrud, M.A., Group projects and peer review (2001) Business Communication Quarterly, 64, pp. 106-112; Falchikov, N., Goldfinch, J., Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks (2000) Review of Educational Research, 70, pp. 287-322; Fellenz, M., Towards fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions (2006) Journal of Management Education, 30 (4), pp. 570-591; Gates, A.Q., Delgado, N., Mondragon, O., A structured approach for managing a practical software engineering course (2000) In Proceedings of the ASEE/IEEE Frontiers in Education Conference, pp. 21-26; Gatfield, T., Examining student satisfaction with group projects and peer assessment (1999) Assessment and Evaluation in Higher Education, 24 (4), pp. 365-377; Goldfish, J., Raeside, R., Development of a peer assessment technique for obtaining individual marks on a group project (1990) Assessment and Evaluation in Higher Education, 15 (3), pp. 210-225; Hayes, J.H., Lethbridge, T.C., Port, D., Evaluating individual contribution toward group software engineering projects (2003) Proceedings of International Conference on Software Engineering, pp. 622-627; Herbert, N., Quantitative peer assessment: Can students be objective? (2007) Proceedings of the 9th Australasian Computing Education Conference (ACE 07), pp. 63-71; Joyce, D., Group work at postgraduate level: some issues (2002) Proceedings of the 7th Annual conference on Innovation and Technology in Computer Science Education, pp. 220-1220; Lejk, M., Wyvill, M., Peer assessment of contributions to a group project: A comparison of holistic and category-based approaches (2001) Assessment and Evaluation in Higher Education, 26 (1), pp. 19-39; Orsmond, P., Merry, S., Reiling, K., The use of student derived marking criteria in peer and self-assessment (2000) Assessment & Evaluation in Higher Education, 25 (1), pp. 23-38; Richards, D., Designing project-based courses with a focus on group formation and assessment (2009) ACM Transactions on Computing Education, 9 (1), p. 21240; Riordan, M.P., Riordan, D.A., St Pierre, E.K., Groupthink in accounting education (2008) Advances in Accounting Education: Teaching and Curriculum Innovations, 9, pp. 189-204. , A.H. Catanach Jr and D. Feldmann (Eds.). Emerald Group Publishing Limited; Sadler, P.M., Good, E., The impact of self- and peer-grading on student learning (2006) Educational Assessment, 11, pp. 1-31; Sorbral, D.T., Improving learning skills: A self-help approach (1997) Higher Education, 33 (1), pp. 39-50; Sung, Y.T., Chang, K.E., Chiou, S.K., Hou, H.T., The design and application of a web-based self- and peer-assessment system (2005) Computers & Education, 45 (2), pp. 187-202; Tenenberg, J., An institutional analysis of software teams (2008) International Journal Human-Computer Studies, 66, pp. 484-494; Topping, K.J., Self and peer assessment in school and university: reliability, validity and utility (2003) Optimizing new modes of assessment: In search of qualities and standards, pp. 55-87. , M.S.R. Segers, F.J.R.C. Dochy, & E.C. Cascallar (Eds.), Dordrecht: Kluwer Academic; Topping, K.J., Peer Assessment (2009) Theory into Practice, 48, pp. 20-27; Tseng, S.C., Tsai, C.C., Online paper assessment and the role of the peer feedback: A study of high school computer course (2007) Computers and Education, 49, pp. 1161-1174},
correspondence_address1={Poon, J.K.L.; Hong Kong Community College, , Hung Hom Bay, Kowloon, Hong Kong; email: ccjandia@hkcc-polyu.edu.hk},
sponsors={CORE - Computing Research and Education; Perth Convention Bureau; Australian Computer Society; Curtin University of Technology; Association for Computing Machinery},
address={Perth, WA},
issn={14451336},
isbn={9781920682941},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Chinn201053,
author={Chinn, D. and Carbone, A. and Sheard, J. and Laakso, M.-J.},
title={Study habits of cs 1 students: What do they do outside the classroom?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={53-62},
note={cited By 15; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872789285&partnerID=40&md5=4ab6c01fdd07600ee61c5b353d857afe},
affiliation={Institute of Technology, University of Washington, Tacoma, Tacoma, WA, 98402, United States; Faculty of Information Technology, Monash University, Victoria, Australia; Department of Information Technology, Turku Centre for Computer Science (TUCS), University of Turku, Finland},
abstract={In this paper, we report the results of a survey of the study habits of CS1 students. In this survey, students were asked how much time they spent on course-related activities such as reading the textbook, working on problems outside class, using online learning tools, and consulting with their instructor. We identified factors that influenced student study habits and how those factors affected students' final course score. The findings show that students engaged in a wide range of study behaviours in terms of time spent and use of resources. Previous programming experience and lecture attendance were positive factors to final course score, and a tendency to work with others was a negative factor. We found no difference in final course score based on gender; however, females tended to read the textbook more than males and they tended to work with others more than males. © 2010, Australian Computer Society, Inc.},
keywords={Factors of success;  Gender;  Study habits},
keywords={Factors of success;  Gender;  Online learning;  Programming experience;  Study habits;  Time spent, Surveys;  Teaching;  Textbooks, Students},
references={Bennedsen, J., Caspersen, M., An investigation of potential success factors for an introductory model-driven programming course (2005) Proc. of the First International Workshop on Computing Education Research, pp. 155-163. , Seattle, Washington, USA; Bergin, S., Reilly, R., Programming: factors that influence success (2005) Proc. of the 36th SIGCSE Technical Symposium on Computer Science Education, pp. 411-415. , St. Louis, Missouri, USA; Braught, G., Eby, L., Wahls, T., The effects of pair-programming on individual programming skill (2008) Proc. of the 39th SIGCSE Technical Symposium on Computer Science Education, pp. 200-204. , Portland, Oregon, USA; Bunderson, E., Christensen, M., An analysis of retention problems for female students in university computer science programs (1995) Journal of Research on Computing in Education, 28 (1), pp. 1-18; Byrne, P., Lyons, G., The effect of student attributes on success in programming (2001) Proc. of the Sixth Annual Conference on Innovation and Technology in Computer Science Education, pp. 49-52. , Canterbury, United Kingdom; Chinn, D., Martin, K., Spencer, C., Treisman workshops and student performance in CS (2007) Proc. of the 38th Annual SIGCSE Technical Symposium on Computer Science Education, pp. 203-207. , Covington, Kentucky, USA; Goold, A., Rimmer, R., Factors affecting performance in first-year computing (2000) ACM SIGCSE Bulletin, 32 (2), pp. 39-43; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32 (3), pp. 25-28; Hanks, B., Murphy, L., Simon, B., McCauley, R., Zander, C., CS1 students speak: advice for students by students (2009) Proc. of the 40th Annual SIGCSE Technical Symposium on Computer Science Education, pp. 19-23. , Chattanooga, Tennessee, USA; Hanks, B., Student performance in CS1 with distributed pair programming (2005) Proc. of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 316-320. , Caparica, Portugal; Kaila, E., Rajala, T., Laakso, M.-J., Salakoski, T., Effects, Experiences and Feedback from Studies of a Program Visualization Tool (2009) Informatics in Education, 8 (1), pp. 17-34; Kinnunen, P., McCartney, R., Murphy, L., Thomas, L., Through the eyes of instructors: A phenomenographic investigation of student success (2007) Proc. of the Third International Workshop on Computing Education Research, pp. 61-72. , Atlanta, Georgia, USA; Laakso, M.-J., Salakoski, T., Grandell, L., Qiu, X., Korhonen, A., Malmi, L., Multi-perspective study of novice learners adopting the visual algorithm simulation exercise system TRAKLA2 (2005) Informatics in Education, 4 (1), pp. 49-68; Lang, C., McKay, J., Lewis, S., Seven factors that influence ICT student achievement (2007) Proc. of the 12th Annual Conference on Innovation and Technology in Computer Science Education, pp. 221-225. , Dundee, Scotland, United Kingdom; Nelson, C., Student diversity requires different approaches to college teaching, even in math and science (1996) American Behavioral Scientist, 40 (2), pp. 165-175; Pea, R.D., Practices of distributed intelligence and designs for education (1993), pp. 47-87. , In G. Salomon (Ed.). Distributed Cognitions. New York: Cambridge University Press; Plant, E.A., Ericsson, K.A., Hill, L., Asberg, K., Why Study Time Does Not Predict Grade Point Average across College Students: Implications of Deliberate Practice for Academic Performance (2005) Contemporary Educational Psychology, 30 (1), pp. 96-116; Roberts, G., Technology and learning expectations of the net generation (2005) Educating the Net Generation, , Chapter 3. Oblinger, D. and Oblinger, J. Washington, DC, e-EDUCAUSE; Rogoff, B., Thinking with the tools and institutions of culture (2003) Cultural Nature of Human Development, pp. 236-246. , Chapter 7. Oxford University Press: Oxford; Sheard, J., Carbone, A., Markham, S., Hurst, A., Casey, D., Avram, C., Performance and progression of first year ICT students (2008) Proc. of the 10th Australasian Computing Education Conference, pp. 119-128. , Wollongong, Australia; Simon, F.S., Robins, A., Baker, B., Box, I., Cutts, Q., de Raadt, M., Haden, P., Tutty, J., Predictors of success in a first programming course (2006) Proc. of the Eighth Australasian Computing Education Conference, pp. 189-196. , Hobart, Tasmania, Australia; Taylor, H., Mounfield, L., Exploration of the relationship between prior computing experience and gender on success in college computer science (1994) Journal of Educational Computing Research, 11 (4), pp. 291-306; Treisman, U., Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College (1992) The College Mathematics Journal, 23 (5), pp. 362-372; Wiedenbeck, S., Factors affecting the success of non-majors in learning to program (2005) Proc. of the First International Workshop on Computing Education Research, , Seattle, Washington, USA; Wilson, B., A study of factors promoting success in computer science including gender differences (2002) Computer Science Education, 12 (1-2), pp. 141-164},
correspondence_address1={Chinn, D.; Institute of Technology, , Tacoma, WA, 98402, United States; email: dchinn@u.washington.edu},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Pisan200359,
author={Pisan, Y. and Richards, D. and Sloane, A. and Koncek, H. and Mitchell, S.},
title={Submit! A web-based system for automatic program critiquing},
journal={Proceedings of the Fifth Australasian Computing Education Conference (ACE 2003)},
year={2003},
abstract = {This paper presents the Submit! project which aims to enhance teaching and learning
in computing by developing automated web-based tools that assist in providing critical
feedback to students about the computer programs they write. By developing sophisticated
computer-based tools that will improve our monitoring of student progress and maintenance
of consistent standards we aim to provide structured assessment with a level of detail
and consistency that would be difficult or impossible to provide manually. By allowing
students to use the critiquing tools before final submission of an assignment we offer
formative assessment that supports self-directed learning. Submit! has been integrated
into many computing units at Macquarie University. Usability evaluations show that
Submit! is generally effective while needing improvement in certain areas. Two studies
involved a review of the system in terms of its intuitiveness, look, feel and flow.
A preliminary study of the impact of Submit! on student results shows that students
who make use of the system to get feedback on assignment submissions do better than
those who don't.},
keywords = {integrated learning environments, learning computer programming, code reviews},
number={1},
pages={59-68},
note={cited By 16},
source={Scopus},
}


@ARTICLE{Simpson200341,
author={Simpson, M. and Burmeister, J. and Boykiw, A. and Zhu, J.},
title={Successful studio-based real-world projects in IT education},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
volume={20},
abstract = {An important aspect of University teaching is to promote deeper learning by ensuring
students have good exposure to problems they will encounter in their working life.
While it is not possible to reproduce every situation that will occur in an area of
employment, it is possible to provide students with experience from which they can
utilise principles and approaches in order to gain the necessary skills to address
whatever scenario may arise. This paper looks at the nature of studio-based teaching
and the pedagogy that supports it, through examining two case studies as a catalyst
for exploring real-world projects. It is through the discussion of aspects such as
real-world clients, user involvement, sequencing and integration that the success
of studio-based teaching in IT can be revealed.},
keywords = {extreme programming, real-world clients, real-world projects, ethics, IT education, studio-based teaching},
pages={41-51},
note={cited By 13},
source={Scopus},
}





@CONFERENCE{Stern199835,
author={Stern, L.},
title={Supporting a diverse group of casual tutors and demonstrators: One size doesn't fit all},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={35-40},
doi={10.1145/289393.289400},
note={cited By 1; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869031287&doi=10.1145%2f289393.289400&partnerID=40&md5=4fa3f4223a1aec5f91859994ea744cd1},
affiliation={Department of Computer Science, University of Melbourne, Parkville, VIC  3052, Australia},
abstract={A training and support program for casual staff involved in undergraduate teaching in the Department of Computer Science at The University of Melbourne lias evolved over several years. The program was expanded in 1997, when its major components were a large group induction session at the start of the year and small group discussion sessions midway through each semester. Overall, casual staff, most of whom are students in the department, reported that the various components of the program were useful Differences were noted, however, across different cohorts of casual staff. We report our findings, speculate on the reasons for the differences found, and describe changes designed to make the program more inclusive in the future. © 1998 ACM.},
keywords={Education computing;  Personnel training;  Teaching, Large groups;  Small group discussions;  Support programs;  Undergraduate teaching;  University of Melbourne, Education},
references={Cannon, A.R., (1983) The Professional Development of University Teachers, , The University of New England, Armidale, NSW; Carroll, J.G., Effects of training programs for university teaching assistants: A review of empirical research (1980) Journal of Higher Education, 51, pp. 167-183; James, R., Baldwin, G., Tutoring and demonstrating (1997) Centre for the Study of Higher Education, , The University of Melbourne, Parkville, Victoria; McInnis, C., (1994) Centre for the Study of Higher Education, , Small Group Discussions., The University of Melbourne, Parkville, Victoria; Smock, R., Menges, R., Programs for TAs in the context of campus policies and priorities (1985) Strengthening the Teaching Assistant Faculty, pp. 21-33. , J .D.W.Andrews, editor, Jossey- Bass, San Francisco; Stern, L., (1997) Casual Staff Handbook 1997, , Department of Computer Science, The University of Melbourne, Parkville, Victoria; Stropper, P., Bakker, P., Carrington, D., Creasy, P., Goodchild, A., MacColl, I., Purchase, H., Setting up a tutor training programme in computer science (1996) The Proceedings of the First Australasian Conference on Computer Science Education, pp. 254-259. , J.Rosenberg, editor, New York, The Association for Computing Machinery, Inc; Teather, D.C.B., (1979) Staff Development Higher Education: An International Review and Bibliography, , Nicholas Publishing Company, New York; Whitman, N.A., (1988) Peer Teaching: To Teach is to Learn Twice, , Association for the Study of Higher Education, Washington, D.C; McKeacliie, W.J., (1986) Teaching Tips: A Guide for the Beginning College Teacher, , chapter 3: Meeting a Class for the First Time. D.C. Heath k Co. Lexington, Massachusetts},
correspondence_address1={Stern, L.; Department of Computer Science, Australia; email: linda@cs.mu.oz.au},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}





@CONFERENCE{Kirley2006109,
author={Kirley, M.},
title={Supporting casual tutors and demonstrators: A case study in computer science and software engineering},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={109-115},
note={cited By 2; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869043831&partnerID=40&md5=674d069e3220448a0296dcb04374da37},
affiliation={Department of Computer Science and Software Engineering, The University of Melbourne, Melbourne, VIC 3010, Australia},
abstract={This paper describes the implementation and evaluation of a comprehensive Department-based training and support program for casual tutors and laboratory demonstrators at the University of Melbourne. The program provides a structured approach to help casual staff develop an understanding of what is involved in high quality teaching and student learning, which can be applied in a computer science and software engineering context. The program involves a number of different phases, including: training sessions, self assessment, peer observation, academic staff member observations, and quality of teaching surveys. We discuss the strengths and limitations of the program, the implications for the Department and identify future directions. © 2006, Australian Computer Society, Inc.},
keywords={Mentor program;  Professional development activities;  Tutor training},
keywords={Academic staff;  High quality;  Mentor programs;  Professional development;  Quality of teaching;  Self assessment;  Structured approach;  Student learning;  Training sessions;  University of Melbourne, Software engineering, Personnel training},
references={Barrington, E., 'Catching academic staff at the start: professional development for university tutors' (1999) Paper presented at the HERDSA Annual International Conference, , University of Melbourne, Australia, 12-15 July; Blackmore, J.A., 'A critical evaluation of peer review via teaching observation within higher education' (2005) International Journal of Education Management, 19 (3), pp. 218-232; Carbone, A., Hagan, D., Sheard, J., Consolidate, preserve and build: a tutor training program for a new school'. Proceedings of the 3rd Australasian conference on Computer Science Education (1998) The University of Queensland. Australia ACM International Conference Proceeding Series, 3, pp. 55-61; Clegg, S., Tan, J., Saeidi, S., 'Reflecting or acting? (2002) Reflective practice and continuing professional development in higher education'. Reflective Practice, 3 (1), pp. 131-146; Forbes, C.T., 'Peer mentoring in the development of beginning secondary science teachers: three case studies' (2004) Mentoring and Tutoring, 12 (2), pp. 219-239; Gosling, D., (2002) Models of Peer Observation of Teaching, , August, LTSN Generic Centre Learning and Teaching Support Network, York; Herbert, D., Masser, B., Gauci, P., 'A comprehensive tutor training program: collaboration between academic developers and teaching staff (HER02447) (2002) Australian Association for Research in Education Conference, , http://www.aare.edu.au/02pap/her02447.htm; Hutchings, P., 'Preparing the professoriate: Next steps and what we need to do to take them' (1993) Preparing graduate students to teach, , In L. M. Lambert and S.L.Tice, (eds.) Washington, DC: American Association for Higher Education; James, R., Baldwin, G., Tutoring and Demonstrating (1997) A guide for the University of Melbourne, , Centre for the Study of Higher Education. University of Melbourne; Martin, A.G., Double, J.M., 'Developing higher education teaching skills through peer observation and collaborative reflection' (1998) Innovation in Education and Training International, 35 (2), pp. 161-169; Maynard, T., Furlong, J., 'Learning to teach and models of mentoring' (1993) Mentoring: Perspectives on School Based Teacher Education, , In D. McIntyre et al., (eds.) Kogan Page; Pavelich, M., Streveler, R.A., 'An Active learning, Student-Centered Approach to Training Graduate Teaching Assistants' (2004) 34th ASEE/IEEE Frontiers in Education Conference, , F1E. IEEE Press; Smith, C., Bath, D., 'Evaluation of a Networked Staff Development Strategy for Departmental Tutor Trainers: Benefits, Limitations and Future Directions' (2003) International Journal for Academic Development, 8 (1-2), pp. 145-158; Smith, C., Bath, D., 'Evaluation of a university-wide strategy providing staff development for tutors: effectiveness, relevance and local impact' (2004) Mentoring and Tutoring, 12 (1), pp. 107-122; Stern, L., 'Supporting a diverse Group of Casual Tutors and Demonstrators: One Size Doesn't Fit All (1998) Proceedings of the 3rd Australasian conference on Computer science education, 3, pp. 35-40. , The University of Queensland. Australia ACM International Conference Proceeding Series; Strooper, P., Baker, P., Carrington, D., Creasey, P., Goodchild, A., MacColl, I., Purchase, H., 'Setting up a tutor training programme in computer science' (1996) The Proceedings of the First Australasian Conference on Computer Science Education. ACMPress, pp. 254-259. , In J. Rosenberg (ed.); (2005), http://www.unimelb.edu.au/student/teaching.html, TALQA - Teaching and Learning Quality Assurance. Teaching and Learning Management Plan. University of Melbourne; Wright, T., 'Toward a Holistic View of Staff Development of Regional Tutorial Staff at the Open University' (2001) Systemic Practice and Action Research, 14 (6), pp. 735-762; Zeichner, K., Liston, D., Reflective Teaching: An Introduction (1996) Lawrence Erlbaum Associates},
correspondence_address1={Kirley, M.; Department of Computer Science and Software Engineering, , Melbourne, VIC 3010, Australia; email: mkirley@csse.unimelb.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Simon2009165,
author={Simon and Lopez, M. and Sutton, K. and Clear, T.},
title={Surely we must learn to read before we learn to write!},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={165-170},
note={cited By 16; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869130550&partnerID=40&md5=d8cc1578b127df126aea0a475917ef54},
affiliation={University of Newcastle, Australia; Manukau Institute of Technology, New Zealand; Southern Institute of Technology, New Zealand; AUT University, New Zealand},
abstract={While analysing students' marks in some comparable code-reading and code-writing questions on a beginners' programming exam, we observed that the weaker students appeared to be able to write code with markedly more success than they could read it. Examination of a second data set from a different institution failed to confirm the observation, and appropriate statistical analysis failed to find any evidence for the conclusion. We speculate on the reasons for the lack of a firm finding, and consider what we might need to do next in order to more thoroughly explore the possibility of a relationship between the codereading and code-writing abilities of novice programming students. © 2009, Australian Computer Society, Inc.},
keywords={Novice programmers;  Reading programs;  Writing programs},
keywords={Code-writing;  Data sets;  Novice programmer;  Novice programming, Students},
references={Ashton-Warner, S., (1963) Teacher, , Simon & Schuster, New York; Clear, T., Comprehending Large Code Bases - The Skills Required for Working in a "Brown Fields" Environment (2005) SIGCSE Bulletin, 37, pp. 12-14. , (Jun); Clear, T., Edwards, J., Lister, R., Simon, B., Thompson, E., Whalley, J., The teaching of novice computer programmers: bringing the scholarly-research approach to Australia (2008) Tenth Australasian Computing Education Conference (ACE2008), pp. 63-68. , Wollongong, Australia; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Reliably Classifying Novice Programmer Exam Results using the SOLO Taxonomy (2008) 21st Annual NACCQ Conference, 1, pp. 23-30. , In S. Mann & M. Lopez (Eds.),. Auckland, New Zealand: NACCQ; Clear, T., Philpott, A., Robbins, P., Simon, Report on the Eighth BRACElet Workshop (BRACElet Technical Report No. 01/08) (2008) Auckland: Auckland University of Technology.; Denny, P., Luxton-Reilly, A., Simon, B., Evaluating a New Exam Question: Parson's Problems (2008) The Fourth International Computing Education Research Workshop (ICER '08), , In R. Lister, M. Caspersen & M. Clancy (Eds.). Sydney, Australia: ACM; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Simon, B., Thompson, E., Whalley, J., Prasad, C., Not seeing the Forest for the Trees: Novice Programmers and the SOLO Taxonomy (2006) The Tenth Innovation and Technology in Computer Science Education Conference (ITiCSE), pp. 118-122. , In M. Goldweber & R. Davoli (Eds.). University of Bologna, Bologna: ACM; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships Between Reading, Tracing and Writing Skills in Introductory Programming (2008) The Fourth International Computing Education Research Workshop (ICER '08), , In R. Lister, M. Caspersen & M. Clancy (Eds.), Sydney, Australia: ACM; McCabe, T.J., A Complexity Measure (1976) IEEE Transactions on Software Engineering SE-2, (4), pp. 308-320; Parsons, D., Haden, P., Parson's programming puzzles: a fun and effective learning tool for first programming courses (2006) Eighth Australasian Computing Education Conference (ACE2006), pp. 157-163. , Hobart, Australia; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J., Going SOLO to Assess Novice Programmers (2008) Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE '08), pp. 209-213. , New York: ACM Press; Traynor, D., Bergin, S., Gibson, J.P., Automated Assessment in CS1 (2006) Eighth Australasian Computing Education Conference (ACE2006), pp. 223-228. , Hobart, Australia; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Eighth Australasian Computing Education Conference (ACE2006), pp. 243-252. , Hobart, Australia},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Teague201287,
author={Teague, D. and Corney, M. and Ahadi, A. and Lister, R.},
title={Swapping as the "Hello World" of relational reasoning: Replications, reflections and extensions},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={87-94},
note={cited By 7; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994293428&partnerID=40&md5=9ff3b21467fc5b95c50388c50a2638b8},
affiliation={Faculty of Science and Technology, Queensland University of Technology, Brisbane, QLD, Australia; Faculty of Engineering and Information Technology, University of Technology, Sydney, Sydney, NSW, Australia},
abstract={At the previous conference in this series, Corney, Lister and Teague presented research results showing relationships between code writing, code tracing and code explaining, from as early as week 3 of semester. We concluded that the problems some students face in learning to program start very early in the semester. In this paper we report on our replication of that experiment, at two institutions, where one is the same as the original institution. In some cases, we did not find the same relationship between explaining code and writing code, but we believe this was because our teachers discussed the code in lectures between the two tests. Apart from that exception, our replication results at both institutions are consistent with our original study. © 2012, Australian Computer Society, Inc.},
keywords={Explaining;  Novice programmer;  Tracing;  Writing},
keywords={Technical writing, Code-writing;  Explaining;  Novice programmer;  Relational reasoning;  Research results;  Tracing;  Writing codes, Codes (symbols)},
references={Cohen, J., The Earth is Round (p < 05) (1994) American Psychologist, 49 (12), pp. 997-1003; Corney, M., Lister, R., Teague, D., Early Relational Reasoning and the Novice Programmer: Swapping as the "Hello World" of Relational Reasoning (2011) Thirteenth Australasian Computing Education Conference (ACE 2011), pp. 95-104. , Perth, Australia, January 2011; Lister, R., Fidge, C., Teague, D., Further Evidence of a Relationship between Explaining, Tracing and Writing Skills in Introductory Programming (2009) Fourteenth Annual Conference on Innovation and Technology in Computer Science Education, pp. 161-165. , Paris, France; Lister, R., Clear, T., Simon Bouvier, D., Carter, P., Eckerdal, A., Jackova, J., Lopez, M., Thompson, E., Naturally occurring data as research instrument: analyzing examination responses to study the novice programme (2010) SIGCSE Bull, 41 (4), pp. 156-173. , January; Lister, R., Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer (2011) Thirteenth Australasian Computing Education Conference (ACE 2011), pp. 9-18. , Perth, Australia. CRPIT, 114. John Hamer and Michael de Raadt Eds., ACS; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Fourth International Workshop on Computing Education Research, pp. 101-112. , Sydney, Australia; Simon, Snowdon, S., Explaining program code: giving students the answer helps-but only just (2011) Seventh International Computing Education Research Workshop (ICER), pp. 93-99. , Providence, Rhode Island; Venables, A., Tan, G., Lister, R., A Closer Look at Tracing, Explaining and Code Writing Skills in the Novice Programmer (2009) Fifth International Computing Education Research Workshop (ICER), pp. 117-128. , Berkeley, CA},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Trabelsi2012113,
author={Trabelsi, Z.},
title={Switch's CAM table poisoning attack: Hands-on lab exercises for network security education},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={113-120},
note={cited By 3; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014905333&partnerID=40&md5=393e7b5536bbdc63c0a3e2f665a4f8f6},
affiliation={Faculty of Information Technology, UAE University, Al-Ain, United Arab Emirates},
abstract={Teaching offensive techniques is a necessary component of a computer security education and yields better security professionals than teaching defensive techniques alone. In this paper, we describe a case study of the implementation of comprehensive hands-on lab exercises that are essential to security education. The first hands-on lab exercise is about how to perform a Denial of Service (DoS) attack based on the poisoning of the CAM tables (Content Access Memory) of Local Area Network (LAN) switches. The second exercise is about how to prevent CAM table poisoning attack. The hands-on labs confirmed further the ethical and legal concerns regarding the teaching of offensive techniques in the academic environment. In fact, the number of injected malicious traffic targeting the university switches' CAM tables, increased considerably each time the students experiment the DoS attack. That is why every course in IT security should be accompanied by a basic discussion of legal implications and ethics. © 2012, Australian Computer Society, Inc.},
keywords={DoS attack;  Security port;  Switch CAM table poisoning},
keywords={Associative storage;  Cams;  Denial-of-service attack;  Laboratories;  Local area networks;  Philosophical aspects;  Security systems;  Time switches, Academic environment;  Computer security education;  Legal implications;  Local area networks (LAN);  Malicious traffic;  Security education;  Security port;  Security professionals, Network security},
references={Harris, J., Maintaining ethical standards for computer security curriculum (2004) Proc. of the 1st Annual Conference on Information Security Curriculum Development, pp. 46-48. , http://switchsniffer.en.softonic.com/, NY, USA, ACM Press. SwitchSniffer. Accessed 26 Oct 2011; http://www.arp-sk.org/, Accessed 25 Oct 2011; http://www.mobile-download.net/Soft/Soft_2641.htm/, Accessed 20 October 2011; http://www.cisco.com/, Catalyst 3560 Series Switch Cisco IOS Software Configuration Guide. Accessed 20 Oct 2011; Mink, M., Freiling, F., Is Attack Better Than Defense?. Teaching Information Security the Right Way (2006) Proc. of the 3rd Annual Conference on Information Security Curriculum Development, pp. 44-48. , Kennesaw, Georgia, USA, ACM Press; Arce, I., McGraw, G., Guest Editors' introduction: Why attacking systems is a good idea (2004) IEEE Security & Privacy, 2 (4), pp. 17-19; Arnett, K.P., Schmidt, M.B., Busting the ghost in the machine (2005) Communications of the ACM, 48 (8), pp. 92-95; Dornseif, M., Holz, T., Mink, M., (2005) An offensive approach to teaching information security: Aachen Summer School Applied IT Security, , Technical Report AIB-2005-02, RWTH Aachen; Vigna, G., Teaching network security through live exercises (2003) Proc. of the Third Annual World Conference on Information Security Education (WISE 3), pp. 3-18. , Monterey, CA, USA, Kluwer Academic Publishers; Yuan, D., Zhong, J., A lab implementation of SYN flood attack and defense (2008) Proc. of the 9th ACM SIGITE conference on Information Technology Education, SIGITE '08, pp. 57-58. , Cincinnati, Ohio, USA, ACM Press; Caltagirone, S., Ortman, P., Melton, S., Manz, D., King, K., Oman, P., Design and implementation of a multi-use attackdefend computer security lab (2006) Proc. of the 39th Annual Hawaii International Conference on System Sciences, 9. , Hawaii, USA; Bishop, M., The state of INFOSEC education in academia: Present and future directions (1997) Proc. of the National Colloquium on Information System Security Education, pp. 19-33; Frincke, D., Who watches the security educators? (2003) IEEE Security & Privacy, 1 (3), pp. 56-58; Hill, J., Carver, C., Humphries, J., Pooch, U., Using an isolated network laboratory to teach advanced networks and security (2001) Proc. of the 32nd SIGCSE Technical Symposium on Computer Science Education, pp. 36-40. , Charlotte, North Carolina, USA, ACM Press; Mullins, P., Wolfe, J., Fry, M., Wynters, E., Calhoun, W., Montante, R., Oblitey, W., Panel on integrating security concepts into existing computer courses (2002) Proc. of the 33rd SIGCSE Technical Symposium on Computer Science Education, 34 (1), pp. 365-366. , NY, USA ACM Press; Yuan, X., Matthews, D., Wright, O., Xu, J., Yu, H., Laboratory Exercises for Wireless Network Attacks and Defenses (2010) Proc. of the 14th Colloquium for Information Systems Security Education, pp. 116-123. , Baltimore, Maryland, USA; Livermore, J., What are faculty attitudes toward teaching ethical hacking and penetration testing? (2007) Proc. of the 11th Colloquium for Information Systems Security Education, pp. 111-116. , Boston, MA, USA},
correspondence_address1={Trabelsi, Z.; Faculty of Information Technology, United Arab Emirates; email: trabelsi@uaeu.ac.ae},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Karnalim202048,
author={Karnalim, O. and Simon},
title={Syntax trees and information retrieval to improve code similarity detection},
journal={ACE 2020 - Proceedings of the 22nd Australasian Computing Education Conference, Held in conjunction with Australasian Computer Science Week},
year={2020},
pages={48-55},
doi={10.1145/3373165.3373171},
note={cited By 7; Conference of 22nd Australasian Computing Education Conference, ACE 2020, held in conjunction with Australasian Computer Science Week ; Conference Date: 4 February 2020 Through 6 February 2020;  Conference Code:157232},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079325188&doi=10.1145%2f3373165.3373171&partnerID=40&md5=8189b169f7a8895383293dac840dbd73},
affiliation={University of NewcastleNSW, Australia; Maranatha Christian University, Indonesia},
abstract={In dealing with source code plagiarism and collusion, automated code similarity detection can be used to filter student submissions and draw attention to pairs of programs that appear unduly similar. The effectiveness of the detection process can be improved by considering more structural information about each program, but the ensuing computation can increase the processing time. This paper proposes a similarity detection technique that uses richer structural information than normal while maintaining a reasonable execution time. The technique generates the syntax trees of program code files, extracts directly connected n-gram structure tokens from them, and performs the subsequent comparisons using an algorithm from information retrieval, cosine correlation in the vector space model. Evaluation of the approach shows that consideration of the program structure (i.e., syntax tree) increases the recall and f-score (measures of effectiveness) at the expense of execution time (a measure of efficiency). However, the use of an information retrieval comparison process goes some way to offsetting this loss of efficiency. © 2020 Association for Computing Machinery. ACM ISBN 978-1-4503-7686-0/20/02...$15.00},
keywords={Computing education;  Information retrieval;  Plagiarism and collusion in programming;  Source code similarity detection;  Syntax tree},
keywords={Codes (symbols);  Education computing;  Efficiency;  Information retrieval;  Information use;  Intellectual property;  Syntactics;  Vector spaces, Computing education;  Loss of efficiencies;  Measures of effectiveness;  Similarity detection;  Source code plagiarisms;  Source-code similarity detections;  Structural information;  Syntax tree, Trees (mathematics)},
references={Arwin, C., Tahaghoghi, S.M.M., Plagiarism detection across programming languages (2006) 29th Australasian Computer Science Conference, 48, pp. 277-286. , Australian Computer Society, Hobart; Bejarano, A.M., García, L.E., Zurek, E.E., Detection of source code similitude in academic environments (2015) Computer Applications in Engineering Education, 23 (1), pp. 13-22. , https://doi.org/10.1002/cae.21571, Jan 2015; Burrows, S., Tahaghoghi, S.M.M., Zobel, J., Efficient plagiarism detection for large code repositories (2007) Software: Practice and Experience, 37 (2), pp. 151-175. , https://doi.org/10.1002/spe.750, Feb 2007; Cooper, K.D., Torczon, L., (2012) Engineering a Compiler, , Second Edition). Morgan Kaufmann; Cosma, G., Joy, M., Towards a definition of source-code plagiarism (2008) IEEE Transactions on Education, 51 (2), pp. 195-200. , https://doi.org/10.1109/TE.2007.906776, May 2008; Cosma, G., Joy, M., An approach to source-code plagiarism detection and investigation using latent semantic analysis (2012) IEEE Trans. Comput., 61 (3), pp. 379-394. , https://doi.org/10.1109/TC.2011.223, Mar 2012; Bruce Croft, W., Metzler, D., Strohman, T., (2010) Search Engines: Information Retrieval in Practice, 520p. , Addison-Wesley; Ðurić, Z., Gašević, D., A source code similarity system for plagiarism detection (2013) Computer Journal, 56 (1), pp. 70-86. , https://doi.org/10.1093/comjnl/bxs018, Jan 2013; Flores, E., Barrón-Cedeño, A., Moreno, L., Rosso, P., Cross-language source code re-use detection using latent semantic analysis (2015) Journal of Universal Computer Science, 21 (13), pp. 1708-1725. , 2015; Flores, E., Barrón-Cedeño, A., Moreno, L., Rosso, P., Uncovering source code reuse in large-scale academic environments (2015) Computer Applications in Engineering Education, 23 (3), pp. 383-390. , https://doi.org/10.1002/cae.21608, May 2015; Fraser, R., Collaboration, collusion and plagiarism in computer science coursework (2014) Informatics in Education, 13 (2), pp. 179-195. , https://doi.org/10.15388/infedu.2014.01, Sep 2014; Fu, D., Xu, Y., Yu, H., Yang, B., Wastk: A weighted abstract syntax tree kernel method for source code plagiarism detection (2017) Scientific Programming, 2017, pp. 1-8. , https://doi.org/10.1155/2017/7809047, Feb 2017; Paul Gibson, J., Software reuse and plagiarism: A code of practice (2009) 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 55-59. , https://doi.org/10.1145/1562877.1562900, ACM Press, New York, New York, USA; Halak, B., El-Hajjar, M., Plagiarism detection and prevention techniques in engineering education (2016) 11th European Workshop on Microelectronics Education, pp. 1-3. , https://doi.org/10.1109/EWME.2016.7496465, IEEE, Southampton; Harris, J.K., Plagiarism in computer science courses (1994) Conference on Ethics in the Computer Age, pp. 133-135; Karnalim, O., Detecting source code plagiarism on introductory programming course assignments using a bytecode approach (2016) 10th International Conference on Information & Communication Technology and Systems, pp. 63-68. , https://doi.org/10.1109/ICTS.2016.7910274, IEEE, Surabaya; Karnalim, O., Source code plagiarism detection with low-level structural representation and information retrieval (2019) International Journal of Computers and Applications, , https://doi.org/10.1080/1206212X.2019.1589944, Mar 2019; Karnalim, O., Budi, S., Toba, H., Joy, M., Source code plagiarism detection in academia with information retrieval: Dataset and the observation (2019) Informatics in Education, 18 (2), pp. 321-344. , https://doi.org/10.15388/infedu.2019.15, Nov 2019; Kikuchi, H., Goto, T., Wakatsuki, M., Nishino, T., A source code plagiarism detecting method using alignment with abstract syntax tree elements (2014) 15th IEEE/ACIS International Conference on Software Engineering, Artificial Intelligence, Networking and Parallel/Distributed Computing, pp. 1-6. , https://doi.org/10.1109/SNPD.2014.6888733, IEEE, Las Vegas; Mozgovoy, M., Karakovskiy, S., Klyuev, V., Fast and reliable plagiarism detection system (2007) 37th Annual Frontiers in Education Conference, pp. 11-14. , https://doi.org/10.1109/FIE.2007.4417860; Ottenstein, K.J., An algorithmic approach to the detection and prevention of plagiarism (1976) ACM SIGCSE Bulletin, 8 (4), pp. 30-41. , https://doi.org/10.1145/382222.382462, Dec 1976; Parr, T., (2013) The Definitive ANTLR 4 Reference, , Pragmatic Bookshelf; Prechelt, L., Malpohl, G., Philippsen, M., Finding plagiarisms among a set of programs with JPlag (2002) Journal of Universal Computer Science, 8 (11), pp. 1016-1038. , 2002; Rabbani, F.S., Karnalim, O., Detecting source code plagiarism on .NET programming languages using low-level representation and adaptive local alignment (2017) Journal of Information and Organizational Sciences, 41 (1), pp. 105-123. , https://doi.org/10.31341/jios.41.1.7, Jun 2017; Sheard, J., Simon, Butler, M., Falkner, K., Morgan, M., Weerasinghe, A., Strategies for maintaining academic integrity in first-year computing courses (2017) 2017 ACM Conference on Innovation and Technology in Computer Science Education, pp. 244-249. , https://doi.org/10.1145/3059009.3059064, ACM Press, Bologna; Simon, B.C., Sheard, J., Carbone, A., Johnson, C., Academic integrity: Differences between computing assessments and essays (2013) 13th Koli Calling International Conference on Computing Education Research, pp. 23-32. , https://doi.org/10.1145/2526968.2526971, ACM Press, Koli; Simon, T.M., Hardy, D., Mason, R., Variations on a theme: Academic integrity and program code (2019) 21st Australasian Computing Education Conference, pp. 56-63. , https://doi.org/10.1145/3286960.3286967, ACM Press, Sydney; Simon, J.S., Morgan, M., Petersen, A., Settle, A., Sinclair, J., Informing students about academic integrity in programming (2018) 20th Australasian Computing Education Conference, pp. 113-122. , https://doi.org/10.1145/3160489.3160502, ACM Press, New York, New York, USA; Song, H.-J., Park, S.-B., Park, S.Y., Computation of program source code similarity by composition of parse tree and call graph (2015) Mathematical Problems in Engineering, 2015, pp. 1-12. , https://doi.org/10.1155/2015/429807, Apr 2015; Sulistiani, L., Karnalim, O., ES-PLAg: Efficient and sensitive source code plagiarism detection tool for academic environment (2019) Computer Applications in Engineering Education, 27 (1), pp. 166-182. , https://doi.org/10.1002/cae.22066, 2019; Ullah, F., Wang, J., Farhan, M., Jabbar, S., Wu, Z., Khalid, S., Plagiarism detection in students' programming assignments based on semantics: Multimedia e-learning based smart assessment methodology (2018) Multimedia Tools and Applications, , https://doi.org/10.1007/s11042-018-5827-6, Mar 2018; Wang, L., Jiang, L., Qin, G., A search of Verilog code plagiarism detection method (2018) 13th International Conference on Computer Science & Education, pp. 1-5. , https://doi.org/10.1109/ICCSE.2018.8468817, IEEE, Colombo; Wise, M.J., Detection of similarities in student programs: YAP'ing may be preferable to Plague'ing (1992) 23rd SIGCSE Technical Symposium on Computer Science Education, 24, pp. 268-271. , https://doi.org/10.1145/134510.134564, ACM Press, Kansas City; Wise, M.J., YAP3: Improved detection of similarities in computer program and other texts (1996) 27th SIGCSE Technical Symposium on Computer Science Education, 28, pp. 130-134. , https://doi.org/10.1145/236452.236525, ACM Press, Philadelphia},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery, Inc},
isbn={9781450376860},
language={English},
abbrev_source_title={ACE - Proc. Australas. Comput. Educ. Conf., Held conjunction Australas. Comput. Sci. Week},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Tutty2006229,
author={Tutty, J. and White, B.},
title={Tablet classroom interactions},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={229-233},
note={cited By 5; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869042303&partnerID=40&md5=c5426711e73dc125164d893d10182455},
affiliation={School of Information Technology, Charles Darwin University, Darwin 0909, NT, Australia},
abstract={At the start of this year, a new learning environment enabled the teaching in the first programming unit to change from a traditional model of separate lectures/practicals/tutorials to integrated workshops using wireless enabled tablet PCs. This restructure facilitated a more student centred and active learning approach. Consistent with other units taught using this approach an improvement in student outcomes, satisfaction and retention rates was observed in the programming unit. In this paper we argue that an important factor in this improvement has been the increased level of interaction both between staff and students and also among students themselves. In both constructivist and community of practice theories social interaction is seen as a critical ingredient in effective learning environments. Using the community of practice framework an analysis is made of the dynamics within the programming unit to examine the impact of these interaction factors on the complex nature of learning so as to better understand why the improvements are occurring. © 2006, Australian Computer Society, Inc.},
keywords={Communities of practice;  Mobile learning;  Novice programming},
keywords={Active Learning;  Classroom interaction;  Communities of Practice;  Community of practice;  Complex nature;  Effective Learning Environment;  Interaction factor;  Learning environments;  Mobile Learning;  Novice programming;  Retention rate;  Social interactions;  Student-centred;  Tablet PCs, Computer aided instruction;  Education computing;  Factor analysis;  Knowledge acquisition;  Personal computers, Students},
references={Aycock, A., Garnham, C., Kaleta, R., Lessons Learned from the Hybrid Course Project (2002), http://www.uwsa.edu/ttt/articles/garnham2.htm, Accessed 6 Dec 2004; Berge, E., Learner-centredness: Some additional points (1989) Journal of Distance Education, , http://cade.athbascau.ca/vol4.1/10a_dialogueburge.html, Accessed 10 Nov 2003; Boyle, T., Bradley, C., Chalk, P., Jones, R., Pickard, P., Using blended learning to improve student success rates in learning to program (2003) Journal of Educational Media, 28 (2-3), pp. 165-179; Carbone, A., Lynch, K., Barnden, A., Gonsalvez, C., Students' reactions to a studio-based teaching and learning philosophy in a three year IT degree (2002) HERDSA Conference, , Paper presented at 3-6 July, Perth; (2001) Joint Task Force on Computing Curricula, , http://www.acm.org/sigcse/cc2001/cs-introductorycourses.html, Computing Curricula 2001 Computer Science. Journal of Educational Resources in Computing (JERIC). 1 (3es), Fall Accessed 25 May 2005; Jonassen, D., Objectivism versus Constructivism: Do we Need a New Philosophical Paradigm? (1991) Journal of Educational Research, 39 (3), pp. 5-14; Jonassen, D., (1996) Computers in the Classroom: Mindtools for Critical Thinking, , Sydney, Prentice Hall; Laurillard, D., (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, , London, Routledge; Ramsden, P., (1992) Learning to Teach in Higher Education, , London: Routledge; Savery, J.R., Duffy, T.M., Problem Based Learning: An Instructional Model and its Constructivist Framework (1995) Educational Technology, 35 (5), pp. 31-38; Tam, M., Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning (2000) Educational Technology and Society, 3 (2). , http://ifets.massey.ac.nz/periodical/vol_2_2000/tam.html, Accessed Sep 22 2000; Tutty, J., White, B., Pascoe, R., (2005) Experiences from a wireless enabled tablet classroom. Paper presented at Seventh Australasian Computing Education Conference, , 30 January - 3rd February, Newcastle; Wenger, E., (1998) Communities of Practice: Learning Meaning and Identity, , Cambridge: Cambridge University Press; Wilson, B.C., Shrock, S., Contributing to Success in an Introductory Computer Science Course: A Study of Twelve Factors (2001) SIGCSE, pp. 184-188; Wilson, J.M., The CUPLE Physics Studio (1994) The Physics Teacher, 32, pp. 518-523; Wilson, J.M., Pipes, R.B., A multimedia model for undergraduate education (1996) Technology in Society, 18 (3), pp. 387-401},
correspondence_address1={Tutty, J.; School of Information Technology, , Darwin 0909, NT, Australia; email: jodi.tutty@cdu.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Brereton2003197,
author={Brereton, M. and Donovan, J. and Viller, S.},
title={Talking about watching: Using the video card game and wiki-web technology to engage IT students in developing observational skills},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
pages={197-205},
abstract = {Designers need to develop good observational skills in order to conduct user studies
that reveal the subtleties of human interactions and adequately inform design activity.
In this paper we describe a game format that we have used in concert with wiki-web
technology, to engage our IT and Information Environments students in developing much
sharper observational skills. The Video Card Game is a method of video analysis that
is suited to design practitioners as well as to researchers. It uses the familiar
format of a card game similar to "Happy Families,, to help students develop themes
of interactions from watching video clips. Students then post their interaction themes
on wiki-web pages, which allows the teaching team and other students to edit and comment
on them. We found that the tangible (cards), game, role playing and sharing aspects
of this method led to a much larger amount of interaction and discussion between student
groups and between students and the teaching team, than we have achieved using our
traditional teaching methods, while taking no more time on the part of the teaching
staff. The quality of the resulting interaction themes indicates that this method
fosters development of observational skills.In the paper we describe the motivations,
method and results in full. We also describe the research context in which we collected
the videotape data, and how this method relates to state of the art research methods
in interaction design for ubiquitous computing technology.},
keywords = {observational studies, video analysis, collaborative learning, video card game},
note={cited By 9},
source={Scopus},
}



@CONFERENCE{deRaadt200945,
author={de Raadt, M. and Watson, R. and Toleman, M.},
title={Teaching and assessing programming strategies explicitly},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={45-54},
note={cited By 18; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869138489&partnerID=40&md5=ede6d2331424491b13b0720ab9af5a04},
affiliation={Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, QLD, 4350, Australia; School of Information Systems, University of Southern Queensland, Toowoomba, QLD, 4350, Australia},
abstract={This paper describes how programming strategies were explicitly instructed and assessed in an introductory programming course and describes the impact of this curricular change. A description is given of how strategies were explicitly integrated into teaching materials and assessed in assignments and examinations. Comparisons are made between the outcomes of novices under the new curriculum and results of novices? learning under the previous implicitonly strategy curriculum, measured in an earlier study. This comparison shows improvement in novices? strategy application under the new curriculum. © 2009, Australian Computer Society, Inc.},
keywords={Curriculum;  Introductory programming;  Strategies},
keywords={Introductory programming;  Introductory programming course;  Strategies;  Teaching materials, Curricula},
references={Biederman, I., Shiffrar, M.M., Sexing Day-Old Chicks: A Case Study and Expert Systems Analysis of a Difficult Perceptual-Learning Task (1987) Journal of Experimental Psychology: Learning, Memory and Cognition, 13 (4), pp. 640-645; Boustedt, J., Eckerdal, A., McCartney, R., Moström, J.E., Ratcliffe, M., Sanders, K., Zander, C., Threshold concepts in computer science: do they exist and are they useful? (2007) Proceedings of the 38th SIGCSE technical symposium on Computer science education, pp. 504-508. , Covington, Kentucky, USA ACM Press; Brooks, R.E., Towards a theory of the comprehension of computer programs (1983) International Journal of Man-Machine Studies, 18, pp. 543-554; Davies, S.P., Models and theories of programming strategy (1993) International Journal of Man-Machine Studies, 39 (2), pp. 237-267; de Raadt, M., (2008), http://www.sci.usq.edu.au/staff/deraadt/research/dissertation/Strategies%20Reference.pdf, Strategies Reference, Accessed November 24 2008; de Raadt, M., Toleman, M., Watson, R., Training strategic problem solvers (2004) ACM SIGCSE Bulletin, 36 (2), pp. 48-51; de Raadt, M., Toleman, M., Watson, R., Chick Sexing and Novice Programmers: Explicit Instruction of Problem Solving Strategies (2006) Australian Computer Science Communications, 28 (5), pp. 55-62; de Raadt, M., Toleman, M., Watson, R., Incorporating Programming Strategies Explicitly into Curricula (2007) Proceedings of the Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007), pp. 53-64. , Koli, Finland; Entwistle, N., Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Influences, and Knowledge Objects (2007) Re-Framing the Conceptual Change Approach in Learning and instruction, pp. 123-143. , S. Vosniadou, A. Baltas & X. Vamvakoussi (Eds.), Elsevier, in association with the European Association for Learning and Instruction; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; McCracken, M., Wilusz, T., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Utting, I., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-180; Muller, O., Haberman, B., Ginat, D., Pattern-Oriented Instruction and its Influence on Problem Decomposition and Solution Construction (2007) Proceedings of the 12th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2007), , Dundee, Scotland; Porter, R., Calder, P., A Pattern-Based Problem-Solving Process for Novice Programmers (2003) Proceedings of the Fifth Australasian Computing Education Conference (ACE2003), 20, pp. 231-238. , Adelaide, Australia Conferences in Research and Practice in Information Technology; Reber, A.S., (1993) Implicit Learning and Tacit Knowledge, , New York, USA: Oxford University Press; Rist, R.S., Knowledge Creation and Retrieval in Program Design: A Comparison of Novice and Intermediate Student Programmers (1991) Human-Computer Interaction, 6, pp. 1-46; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Computer Science Education, 13 (2), pp. 137-173; Soloway, E., From problems to programs via plans: The content and structure of knowledge for introductory LISP programming (1985) Journal of Educational Computing Research, 1 (2), pp. 157-172; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Wallingford, E., Toward a first course based on objectoriented patterns (1996) Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education, pp. 27-31. , Philadelphia, PA USA ACM Press, New York, NY, USA; Wallingford, E., (2007), http://cns2.uni.edu/~wallingf/patterns/elementary/, The Elementary Patterns Home Page, Accessed 19th November 2007; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robins, P., Kumar, P.K.A., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Proceedings of the Eighth Australasian Computing Education Conference (ACE2006), 52, pp. 243-252. , Hobart, Australia},
correspondence_address1={de Raadt, M.; Department of Mathematics and Computing, , Toowoomba, QLD, 4350, Australia; email: deraadt@usq.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}



@ARTICLE{Powers2004255,
author={Powers, K.D.},
title={Teaching computer architecture in introductory computing: Why? and how?},
journal={Proceedings of the Sixth Australasian Conference on Computing Education-Volume 30(ACE '04)},
year={2004},
volume={30},
pages={255-260},
keywords = {active learning, computer science education, computer architecture},
abstract = {This paper discusses our rationale for teaching the fundamentals of computer architecture
early in the computer science (CS) degree program. We also describe an active learning
technique that we use to help make this material accessible to our introductory CS
students.},
note={cited By 1},
source={Scopus},
}

@ARTICLE{Latu2004169,
author={Latu, S. and Young, A.},
title={Teaching ICT to Pacific Island Background Students},
journal={Proc. 6th Australasian Computing Education Conf},
year={2004},
volume={30},
abstract = {This paper proposes that in order for students from Pacific Islands backgrounds in
multicultural information and communication technology (ICT) classrooms to gain maximum
benefit from their studies, teachers must be aware of their cultural background and
expectations. Technologies and teaching approaches which are foreign to indigenous
Pacific islanders must be introduced cautiously so that all involved may fully appreciate
the opportunities offered by such technologies instead of rejecting them. Teachers
should recognise cultural diversities and understand the cultural background of their
students and adjust their delivery modes accordingly. Furthermore, to allow students
originating from less developed societies to act independently, lecturers from more
developed societies should avoid imposing their ideas upon the indigenous systems
of learning and doing things.This paper is a contribution towards increasing participation,
retaining, and encouraging Pacific Island background students to successfully complete
their computing courses and programmes at tertiary level.},
keywords = {Sociology, Computer science education},
pages={169-175},
note={cited By 9},
source={Scopus},
}


@ARTICLE{McAndrew2003,
author={McAndrew, A.},
title={Teaching image processing using minimal mathematics},
journal={Fifth Australasian Computing Education Conference (ACE2003)},
year={2003},
abstract = {Image processing is often presented as a two dimensional version of signal processing,
and as such, assumes for its background several years of undergraduate engineering-style
mathematics. But such heavy mathematics does not form the background of many students
of computer science. In Australia, some tertiary courses are phasing formal mathematics
out of their computer science courses completely. This means that the effective teaching
of image processing to students of computer science must use as little mathematics
as possible. In this paper we discuss the undergraduate subjects taught at Victoria
University of Technology (VUT), and our methods of keeping the mathematics in them
to a minimum.},
keywords = {undergraduate teaching, mathematics, image processing},
note={cited By 1},
source={Scopus},
}



@ARTICLE{Prasad2004261,
author={Prasad, C. and Li, X.},
title={Teaching introductory programming to information systems and computing majors: Is there a difference?},
journal={Proc. Sixth Australasian Computing Education Conference (ACE2004)},
year={2004},
volume={30},
pages={261-267},
note={cited By 7},
source={Scopus},
abstract = {This paper reports on a pilot study that attempts to determine if there are differences
between students majoring in Computing and those majoring in Information Systems (IS)
enrolled in the same introductory computer programming course. Data is gathered on
age, gender, opinion of computer programming, topics of difficulty, difficulty level
in computer programming, and how students structure computer programming concepts.
Given the small sample size in the pilot study, the results suggested only slight
differences between the two groups of students. It also showed that there were some
topics within the course that IS students faced difficulties in. Some suggestions
for future research are provided.},
keywords = {Information Systems, introductory programming, Computing Systems},
}


@ARTICLE{Lister2004177,
author={Lister, R.},
title={Teaching Java first: Experiments with a pigs-early pedagogy},
journal={Sixth Australasian Computing Education Conference (ACE2004)},
year={2004},
pages={177-183},
note={cited By 19},
abstract = {This paper introduces PigWorld, a tool for teaching Java to novice programmers, via
the objects-early style. Three design guidelines for object-early assignments are
discussed: (1) emphasize message passing between instances of the same class; (2)
use only simple loops that search for smallest or largest values in a sequence; (3)
teach linked lists before collections and collections before arrays. The paper offers
a first step to resolving the dilemma over whether procedural programming must be
taught before objects, via the following principle: in the procedural style, algorithms
are encoded explicitly within the methods of an object, but in the object oriented
style, algorithms emerge implicitly from the interactions between objects.},
keywords = {Java, CS1, pigs, objects-early},
source={Scopus},
}



@CONFERENCE{Simon201475,
author={Simon and Cornforth, D.},
title={Teaching mobile apps for windows devices using touchdevelop},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={75-82},
note={cited By 4},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984889782&partnerID=40&md5=73c29a52a53251d9ddf5d64c39414218},
affiliation={University of Newcastle, Australia},
abstract={Even in a computer science degree, some students find it very hard to learn programming. In a less programmingoriented degree such as information technology the problem is amplified, and it is a real struggle to engage some students with the programming courses. A wealth of literature describes various approaches to teaching programming in the hope of addressing the perennial learning problems and encouraging the students to engage with the material. One approach to engagement is to teach the most current material, and one form of material that is highly current is programming apps for mobile devices. In this work, we report on one approach using a new programming language that was specifically designed for mobile app development. The approach was a success, with students becoming engaged. However, there are issues which we hope to address in the future. © 2014, Australian Computer Society, Inc.},
keywords={Native mobile apps;  Programming education;  TouchDevelop},
keywords={Computer programming;  Education;  Mobile devices;  Problem oriented languages;  Teaching, Learning problem;  Mobile app;  Mobile apps;  Programming course;  Programming education;  Teaching programming;  TouchDevelop, Students},
references={Athreya, B., Bahmani, F., Diede, A., Scaffidi, C., End-user programmers on the loose: A study of programming on the phone for the phone. (2012) Proc. IEEE Symposium on Visual Languages and Human- Centric Computing, pp. 75-82; Dabney, M.H., Dean, B.C., Rogers, T., No sensor left behind: enriching computing education with mobile devices. (2013) Proc. ACM SIGCSE Technical Symposium, SIGCSE'13, pp. 627-632; Goadrich, M.H., Rogers, M.P., Smart Smartphone Development: iOS versus Android. (2012) Proc. ACM SIGCSE Technical Symposium, SIGCSE'12, pp. 607-612; Guzdial, M.J., Ericson, B., Introduction to Programming and Computing in Python: a Multimedia Approach (2013), 3rd edition, Pearson Education Inc; Honig, W.L., Teaching and assessing programming fundamentals for non majors with visual programming. (2013) Proc. ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE'13, pp. 40-45; Horspool, N., Tillmann, N., (2013) TouchDevelop: Programming on the Go, , 3rd Edition, Apress, 2013; Jackson, S., Kurkovsky, S., Mustafaraj, E., Postner, L., Mobile Application Development in Computing Curricula. (2013) Proc. ACM SIGCSE Technical Symposium, SIGCSE'13, pp. 107-108; Mahmoud, Q.H., Best practices in teaching mobile application development. (2011) Proc. ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE'11, p. 333; Nguyen, T.A., Rumee, S.T.A., Csallner, C., Tillmann, N., An Experiment in Developing Small Mobile Phone Applications Comparing On-Phone to Off-Phone Development. (2012) Proc. IEEE Workshop on User Evaluation for Software Engineering Researchers, pp. 9-12; Roy, K., App Inventor for Android: report from a summer camp. (2012) ACM SIGCSE Technical Symposium, SIGCSE'12, pp. 283-288; Skelton, G.W., Jackson, J., Dancer, F.C., Teaching Software Engineering Through The Use Of Mobile Application Development (2013) Journal of Computing Sciences in Colleges, 28 (5), pp. 39-44; Smith, N., (2012) Teaching Mobile Development, , http://teachingmobiledevelopment.blogspot.com.au/, Accessed October 2013},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Schmidt201497,
author={Schmidt, A. and Kimmig, D. and Bittner, K. and Dickerhof, M.},
title={Teaching model-driven software development: Revealing the "great miracle" of code generation to students},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={97-104},
note={cited By 8},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984903656&partnerID=40&md5=287d393e0131c0f1412280359165ae34},
affiliation={Department of Informatics and Business Information Systems, Karlsruhe University of Applied Sciences, PO Box 2440, Karlsruhe, 76012, Germany; Institute of Applied Computer Sciences, Karlsruhe Institute of Technology, PO Box 3640, Karlsruhe, 76021, Germany},
abstract={A didactic approach into teaching model-driven software development (MDSD) is proposed in this paper. The main idea is to focus on conveying underlying concepts, rather than managing a concrete tool or presenting a purely theoretical approach, when teaching MDSD. This objective shall be reached by the development of a simple code generator by the students. For this reason the whole process from graphical modeling to the actual code generation is traversed twice. The first time from back to front to introduce the main concepts of a code generator engine and in a second pass from the beginning to extend the generator by additional functionality. The course will then be completed by transferring the knowledge learnt to a concrete generator tool within the framework of a simple exercise and by a presentation. © 2014, Australian Computer Society, Inc.},
keywords={Model driven software development;  Practical approach;  Teaching},
keywords={Automatic programming;  Codes (symbols);  Concretes;  Education;  Education computing;  Program compilers;  Students;  Teaching, Code Generation;  Code generators;  Generator tool;  GraphicaL model;  Model-Driven Software Development;  Practical approach;  Teaching model;  Theoretical approach, Software design},
references={(2007) The Apache Xalan Project, , http://xalan.apache.org/, Accessed 25.10.2013; (2013), http://en.wikipedia.org/wiki/Fachhochschule, Accessed 25.10.2013; Flanagan, D., Matsumoto, Y., The Ruby Programming Language O'Reilly & Associates, Inc. (2008); Fowler, M., Domain Specific Languages (2010), (1st ed.). Addison-Wesley Professional; Hayder, H., Maia, J.P., Gheorghe, L., Smarty PHP Template Programming and Applications (2006), Packt Publishing; Bachelor Degree in Business Information Systems, Karlsruhe University of Applied Sciences (2013), http://www.hs-karlsruhe.de/en/faculties/computerscience-business-information-systems/businessinformation-systems-bachelor.html, Accessed 25.10.2013; Lerdorf, R., Tatroe, K., MacIntyre, P., Apandi, T., Programming PHP O'Reilly & Associates, Inc. (2006); Lutz, M., Programming Python O'Reilly & Associates, Inc. (2006); Ohrt, M., Zmievski, A., Smarty - the compiling PHP template engine (2012), http://www.smarty.net/docs/en/, Accessed 25.10.2013; Oram, A., Talbott, S., Managing Projects with make, Second Edition - The Power of GNU make for Building Anything O'Reilly & Associates, Inc. (1991); Seidl, M., Clarke, P., (2010) Software Modeling in Education: Proc. (Educators Symposium) at 13th ACM/IEEE International Conference on Model-Driven Engineering, , Languages, and Systems, Oslo, Norway; Seidl, M., Clarke, P., (2011) Position paper: Software Modelling Education. The 7th Educators Symposium at Models, , Wellington, New Zealand; Stahl, T., Voelter, M., Czarnecki, K., (2006) Model- Driven Software Development: Technology, Engineering, Management, , John Wiley & Sons; Steinberg, D., Budinsky, F., Paternostro Merks, E., (2009) Emf: Eclipse Modeling Framework, , 2.0 (2nd ed.). Addison-Wesley Professional; Wall, L., Christiansen, T., Schwartz, R.L., Programming Perl. (1996), O'Reilly & Associates,Inc; Warmer, J., Kleppe, A., The Object Constraint Language: Getting Your Models Ready for. Addison- Wesley Longman Publishing Co., Inc. (2003); Whittle, J., Hutchinson, J., Mismatches between industry practice and teaching of model-driven software development (2011) In Proceedings of the 2011th international conference on Models in Software Engineering (MODELS'11), pp. 40-47. , Jörg Kienzle (Ed.). Springer-Verlag, Berlin, Heidelberg; (2013), http://www.zorba-xquery.com/, Accessed 25.10.2013},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Hu201243,
author={Hu, M. and Winikoff, M. and Cranefield, S.},
title={Teaching novice programming using goals and plans in a visual notation},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={43-52},
note={cited By 8; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84977166488&partnerID=40&md5=21b2018712d475c3a228e96d37caaf36},
affiliation={Department of Information Science, University of Otago, PO Box 56, Dunedin, 9054, New Zealand; Tairawhiti Campus, Eastern Institute of Technology, PO Box 640, Gisborne, 4010, New Zealand},
abstract={Introductory programming courses have been continuously reported as having a high rate of failure or withdrawal. This research aims to develop a new approach for teaching novice programming, which is both easy to introduce and effective in improving novice learning. Our approach combines three key ideas: using a visual programming language; using strategies, specifically using the concepts of "goal" and "plan"; and having a well-defined process. We present a way of representing goals and plans in a visual notation together with a plan library that we developed in a visual programming environment (VPE). A key feature of the approach is that a design, i.e. an unmerged "plan network", is executable and can be tested, giving feedback in the VPE. Furthermore, we describe a detailed process for using existing plans and building new plans in the VPE. This approach had been evaluated experimentally and the results indicated its potential to significantly improve teaching programming to novices. © 2012, Australian Computer Society, Inc.},
keywords={Goal;  Plan;  Process of Programming;  Visual Notation},
keywords={Goal;  Introductory programming course;  Novice programming;  Plan;  Teaching programming;  Visual notations;  Visual programming environments;  Visual programming languages, Visual languages},
references={Bieliková, M., Návrat, P., Learning programming in Prolog using schemata (1998) ACM SIGPLAN Notices, 33 (2), pp. 41-47; Caspersen, M., Kölling, M., STREAM: A First Programming Process (2009) Transactions on Computing Education (TOCE), 9 (1), pp. 4:1-29. , ACM; de Barros, L.N., dos Santos Mota, A.P., Delgado, K.V., Matsumoto, P.M., A tool for programming learning with pedagogical patterns (2005) Proc. 2005 OOPSLA workshop on Eclipse technology eXchange, ACM, pp. 125-129; de Raadt, M., (2008) Teaching programming strategies explicitly to novice programmers, , Doctoral Thesis, School of Information Systems, University of Southern Queensland; du Boulay, B., Some difficulties of learning to program (1989) Chapter In: Studying the Novice Programmer, pp. 283-299. , E. Soloway & J. C. Spohrer, Eds. Lawrence Erlbaum Associates, Hillsdale, NJ; Felleisen, M., Findler, R.B., Flatt, M., Krishnamurthi, S., The TeachScheme! project: Computing and programming for every student (2004) Computer Science Education, 14 (1), pp. 55-77; Glaser, H., Hartel, P.H., Garratt, P.W., Programming by numbers: a programming method for novices (2000) The Computer Journal, 43 (4), pp. 252-265; Guzdial, M., Konneman, M., Walton, C., Hohmann, L., Soloway, E., Supporting programming and learning-to-program with an integrated CAD and scaffolding workbench (1998) Interactive Learning Environments, 6 (1-2), pp. 143-179; Hu, M., Teaching novices programming with core language and dynamic visualisation (2004) Proc. the 17th Conference of the National Advisory Committee on Computing Qualifications, pp. 95-104. , (Christchurch, 6-9 July), New Zealand: NACCQ; Kay, J., Barg, M., Fekete, A., Greening, T., Hollands, O., Kingston, J.H., Crawford, K., Problem-based learning for foundation computer science courses (2000) Computer Science Education, 10 (2), pp. 109-128; Kelleher, C., Pausch, R., Lowering the barriers to programming (2005) ACM Computing Surveys, 37 (2), pp. 83-137; Kruskal, W., Wallis, A., Use of ranks in one-criterion variance analysis (1952) Journal of the American Statistical Association, 47 (260), pp. 583-621; Lahtinen, E., Ala-Mutka, K., Järvinen, H.M., A study of the difficulties of novice programmers (2005) ACM SIGCSE Bulletin, 37 (3), pp. 14-18; Letovsky, S., Soloway, E., Delocalized plans and program comprehension (1986) IEEE Software, 3 (3), pp. 41-49; Lister, R., Programming, Syntax and Cognitive Load (2011) ACM Inroads, 2011, 2 (2), pp. 21-22. , June; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Seppälä, O., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.D., Laxer, C., Wilusz, T., A multi-national, multi-institutional study of assessment of programming skills of first-year CS students (2001) ACM SIGCSE Bulletin, 33 (4), pp. 125-180; Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., Devlin, M., Paterson, J., A survey of literature on the teaching of introductory programming (2007) Proc. Working group reports on ITiCSE on Innovation and technology in computer science education, ACM; Porter, R., Calder, P., A pattern-based problem-solving process for novice programmers (2003) Proc. Fifth Australasian Computing Education Conference (ACE2003), 20, pp. 231-238. , Adelaide, Australia. Greening, T. and Lister, R., Eds., ACS. CRPIT; Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Silverman, B., Scratch: programming for all (2009) Communications of the ACM, 52 (11), pp. 60-67; Robins, A., Rountree, J., Rountree, N., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Rößling, G., Joy, M., Moreno, A., Radenski, A., Malmi, L., Kerren, A., Naps, T., Iturbide, J.á., Enhancing learning management systems to better support computer science education (2008) SIGCSE Bulletin, 40 (4), pp. 142-166; Soloway, E., Learning to program = learning to construct mechanisms and explanations (1986) Communications of the ACM, 29 (9), pp. 850-858; Spohrer, J.C., Soloway, E., Pope, E., A goal/plan analysis of buggy Pascal programs (1985) Human-Computer Interaction, 1 (2), pp. 63-207; Sykes, E.R., Determining the Effectiveness of the 3D Alice Programming Environment at the Computer Science I Level (2007) Journal of Educational Computing Research, 36 (2), pp. 223-244; Winslow, L.E., Programming pedagogy-a psychological overview (1996) ACM SIGCSE Bulletin, 28 (3), pp. 17-22},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Warren200539,
author={Warren, I.},
title={Teaching Patterns and Software Design},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={39-49},
note={cited By 17; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873486665&partnerID=40&md5=c3671ede395331dd3a38c172b3ed0054},
affiliation={Department of Computer Science, University of Auckland, Auckland, New Zealand},
abstract={In this paper we describe our experiences with reengineering an undergraduate course in software design. The course's learning outcomes require that students can model, design and implement software. These are inherently practical skills and rely on functioning knowledge. To facilitate a learning environment in which students can acquire the necessary deep level of understanding, we have designed the course by applying the educational theory of constructive alignment and a number of proven techniques for teaching, learning, and assessment. Fundamentally, we have embraced the active learning paradigm that recognises that student activity is critical to the learning process. In this paper, we describe several active learning techniques that we have used including role play, problem solving and peer learning. We also describe two novel assessment techniques we have developed, holistic assessment and formative examination. In addition we describe how students work with JUnit, a popular unit testing tool, not as users but as developers by applying design patterns to extend it with new functionality. Finally, we report on student assessment results and relay student feedback. © 2005, Australian Computer Society, Inc.},
keywords={Active and peer learning;  Constructive alignment;  Design patterns;  Formative and holistic assessment;  JUnit;  UML},
keywords={Design Patterns;  Formative and holistic assessment;  JUnit;  Peer learning;  UML, Alignment;  Computer aided instruction;  Curricula;  Education computing;  Learning systems;  Software design, Students},
references={Beck, K., Cunningham, W., International Conference on Object Oriented Programming, Systems, Languages and Applications (1989) A Laboratory for Object-Oriented Thinking, pp. 1-6. , New Orleans, Louisiana, USA; Beck, K., Extreme Programming Explained: Embrace Change (2001), Addison-Wesley; Biggs, J., Teaching for Quality Learning at University (1999) SRHE, , (Society for Research into Higher Education) & Open University press; Blair, L., Learning, Assessment and Student Diversity: An Eternal Golden Braid? (2000) CiLTHE Stage 2 Document, , Lancaster University; Bligh, D.A., (1971), What's the Use of Lectures, Penguin Books; Bloom, B.S., Krathwohl, D.R., (1956), Taxonomy of Educational Objectives, Longmans; Boud, D., (1995) Enhancing Learning Through Self Assessment, , Kogan Page; Braude, E., (2003) Software Design: From Programming to Architecture, , Wiley; Feather, N., (1982) Expectations and Actions, , Erlbaum; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1995) Design Patterns: Elements of Reusable software, , Addison-Wesley; Gamma, E., Beck, K., (2001) JUnit: A Regression Testing Framework, , http://www.junit.org; Geary, D., Amaze your Developer Friends with Design Patterns (2001) Java World, , http://www.javaworld.com, October; Honey, P., Mumford, A., (1995) Using Your Learning Styles, , Peter Honey Publications; Kolawa, A., Coding Standards in Java: Do We Need Them? Six common Java pitfalls and how to prevent them (2000) The Java Report, , http://www.adtmag.com, March; McKeachie, W., Pintrich, P., Lin, Y., Smith, D., (1986) Teaching and Learning in the College Classroom, , University of Michigan; Race, P., Never Mind the Teaching, Feel the Learning (1993), (20). , http://www.seda.ac.uk; Warren, I., Migrating to a Teaching Style that Facilitates Active Learning (2002) CiLTHE Stage 1 Dissertation, , Lancaster University},
correspondence_address1={Warren, I.; Department of Computer Science, , Auckland, New Zealand; email: ian-w@cs.auckland.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Hamey2003187,
author={Hamey, L.},
title={Teaching secure communication protocols using a game representation},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
volume={20},
pages={187-196},
abstract = {The Security Protocol Game is a highly visual and interactive game for teaching secure
data communication protocols. Students use the game to simulate protocols and explore
possible attacks against them. The power of the game lies in the representation of
secret and public key cryptography. Specifically, the game provides representations
for plain text and encrypted messages, message digests, digital signatures and cryptographic
keys. Using these representations, students can construct public key certificates
and perform multiple encryption, tunnelling and encrypted key transmission. They can
simulate a wide range of protocols including authentication, key exchange and blind
signature protocols. Application protocols such as Transport Layer Security and Pretty
Good Privacy can be simulated in detail. The game clearly reveals the key issues of
confidentiality, integrity, authentication and non-repudiation in secure data communications.
Used as a small group learning activity, students gain a deep understanding of protocol
design and operation issues. The game is suitable for use in tertiary and professional
education courses for managers and information technology students at all levels.},
keywords = {cryptography, secure communication, replay attack, protocols, computer network, man-in-the-middle attack, blind signature, PGP, key exchange, digital signature},
note={cited By 18},
source={Scopus},
}

@CONFERENCE{James2005259,
author={James, H.A. and Hawick, K.A. and James, C.J.},
title={Teaching students how to be Computer Scientists through student projects},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={259-267},
note={cited By 9; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873496376&partnerID=40&md5=e933f754b3f96050b1906c0d98fa9540},
affiliation={Computer Science Institute of Information, Mathematical Sciences Massey University, Albany North Shore 102-904, Auckland, New Zealand},
abstract={Student project work is a vital educational component of a Computer Science degree. We have enjoyed supervising student computing projects in six different universities around the world. We attempt to distill these experiences into a "formula" for the timepressured academic supervisor. We discuss project themes of recent interest to computing students and various strategies for managing portfolios of student projects for the greatest benefit of both the students concerned and the supervisors. We expect many colleagues will share our views and will have had similar experiences but we note a surprising "silence" in the Computing Science Education literature. © 2005, Australian Computer Society, Inc.},
keywords={Computing culture;  Final year student projects;  Research training},
keywords={Computer scientists;  Computing projects;  Computing science education;  Student project, Computer science;  Supervisory personnel, Students},
references={(2004), http://www.acm.org, Association for Computing Machinery (ACM)(2004), ACM Homepage Available at last visited 26 August; (2004), http://www.sigcse.org/topics/, Association for Computing Machinery (ACM)(2004), ACM Special Interest Group on Computer Science Education, Available from last visited 26 August; (2001), ACM/IEEE-CS Joint Curriculum Task Force. (2001), Computing Curricula. IEEE Computer Society; (2004), ACM/AIS/IEEE-CS Joint Curriculum Task Force. (2004), Computing Curricula, Strawman Draft. IEEE Computer Society; Bransford, J.D., Brown, A.L., Cocking, R.R., Donovan, M.S., Pellegrino, J.W., (2000), How people learn brain, mind, experience, and school expanded edition, National Academy Press; (2004), http://www.bcs.org/, British Computer Society (BCS) (2004), BCS Homepage, Available from last visited 26 August; (2004), http://www.bcs.org/BCS/-Products/HEAccreditation/last, British Computer Society (BCS) (2004), British Computer Society Higher Education Accreditation, Available from visited 26 August; Dawson, C.W., The essence of computing projects a student's guide (2000) Pearson Education Limited; (2004), http://www.ecdl.com/main/-index.php, European Computer Driving License Foundation (1997), European Computer Driving License, Available from; Hawick, K.A., James, H.A., Bootstrapping Computer Science in Old North Wales in Proc (2003), pp. 25-34. , Fifth Australasian Computing Conference (ACE2003), Conferences in Research and Practice in Information Technology, 20. Greening, T. and Lister, R., Eds., Australasian Computer Society (ACS), Adelaide; Hawick, K.A., James, H.A., (2004), http://www.-massey.ac.nz/kahawick/student-projects.html,http://www.massey.ac.nz/hajames/-undergrad-projects.html, Student Project Webpages Available at; (2004), http://www.iee.org/, Institute of Electrical Engineers (2004), Institute of Electrical Engineers Homepage last visited 26 August Available at; (2004), http://www.computer.org, Institute of Electrical and Electronics Engineers (IEEE) Computer Society (2004), last visited 26 August, IEEE-CS Homepage Available at; (2004), http://www.lego.com/eng/, The Lego Group (2004), Lego.com Homepage, Available from last visited 26 August; (2004), http://mindstorms.lego.com/eng/-products/ris/index.asp, The Lego Group (2004), Lego Mindstorms, Available from last visited 26 August; Phillips, E.M., Pugh, D.S., (2000), How to get a PhD A handbook for students and their supervisors, 3rd ed, Open University Press; (2004), http://www.qaa.ac.uk/, Quality Assurance Agency for Higher Education (2004), Quality Assurance Agency for last visited 26 August Higher Education Homepage, Available at; Shackelford, R., Cassel, L., Cross, J., Impagliazzo, J., Lawson, E., LeBlanc, R., McGettrick, A., Topi, H., (2004), p. 501. , Computing Curricula 2004: The Overview Project, in Proc. SIGCSE'04, March 3-7, 2004; Simpson, M., Burmeister, J., Boykiw, A., Zhu, J., Proc. Computing Education 2003 Fifth Australasian Computing Education Conference (2003) Australian Computer Science Communications, 20 (5), pp. 41-51. , Greening, T. & Lister, R. eds; (2004), http://java.sun.com/, Sun Microsystems Inc. (2004), Java Technology Products Homepage, Available from; (2004), http://www.realrobots.co.uk/, Ultimate Real Robots (2004), Real Robots, Available from last visited 26 August; Waite, W.M., Jackson, M.H., Diwan, A., Leonardi, P.M., Student Culture vs Group Work in Computer Science (2004) Proc. SIGCSE, pp. 12-16. , '04, March 3-7},
correspondence_address1={James, H.A.; Computer Science Institute of Information, Albany North Shore 102-904, Auckland, New Zealand; email: h.a.jamesk.a.hawick@massey.ac.nz},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Biddle2003213,
author={Biddle, R. and Noble, J. and Tempero, E.},
title={Teaching the Evaluation of Object-Oriented Designs},
journal={Fifth Australasian Computing Education Conference (ACE2003)},
year={2003},
volume={20},
abstract = {This paper describes an approach to teaching evaluation of object-oriented designs,
using well known design heuristics along with a process for heuristic evaluation.
This is based on work introducing object-orientation to industry groups, and is motivated
by our observations about the needs for design evaluation in industry, but we have
applied the same approach in our university teaching. We have found the approach useful
in explicitly addressing an undervalued step in software development, and one that
deals with object-oriented design explicitly, while not involving any unproven radical
elements.},
keywords = {heuristics, evaluation, object-oriented design},
pages={213-220},
note={cited By 2},
source={Scopus},
}


@CONFERENCE{Simon2009157,
author={Simon},
title={Ten years of the australasian computing education conference},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={157-163},
note={cited By 3; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869141785&partnerID=40&md5=a9ecb4829e12ea1192a2f0f8cfd2d653},
affiliation={University of Newcastle, Australia},
abstract={The Australasian Computing Education Conference is now in its eleventh year. This paper charts the ups and downs of the conference from its origin in 1996, through its troubled years, to its recent apparently steady state. All 328 papers from the ten conferences are classified according to Simon's system for classifying computing education papers, and features of interest are pointed out. Only one clear trend over time is observed, and that is a steady and distinct increase in the proportion of research papers. The analysis then moves from the papers to their 496 distinct authors, exploring where the authors come from, how many papers each has contributed to the conference, and which authors appear to have made this conference their home. A final look at the number of papers presented each year suggests that the conference might once more be experiencing difficulty, and speculates on its future. © 2009, Australian Computer Society, Inc.},
keywords={Classifying publications;  Computing education},
keywords={Classifying publications;  Computing education;  Paper charts;  Research papers;  Steady state, Education},
references={Berglund, A., Daniels, M., Pears, A., Qualitative research projects in computing education research: an overview (2006) Eighth Australasian Computing Education Conference, , ACE 2006, Hobart, Australia; Bornat, R., Dehnadi, S., Simon, Mental models, consistency and programming aptitude (2008) Tenth Australasian Computing Education Conference, , ACE 2008, Wollongong, Australia; Buckley, R., Hext, J., Jocula - an instructive compiler (1996) First Australasian Computer Science Education Conference, , ACSE 1996, Sydney, Australia; Carrington, D., Teaching software testing (1997) Second Australasian Computer Science Education Conference, , ACSE 1997, Melbourne, Australia; Clark, N., Davies, P., Skeers, R., Self and peer assessment in software engineering projects (2005) Seventh Australasian Computing Education Conference, , ACE 2005, Newcastle, Australia; Clayton, D., Cranston, M., Lynch, M., Attracting and retaining females in information technology courses (1996) First Australasian Computer Science Education Conference, , ACSE 1996, Sydney, Australia; Craig, A., Peer mentoring female computing students - does it make a difference? (1998) Third Australasian Computer Science Education Conference, , ACSE 1998, Brisbane, Australia; Daniels, M., Petre, M., Berglund, A., Building a rigorous research agenda into changes to teaching (1998) Third Australasian Computer Science Education Conference, , ACSE 1998, Brisbane, Australia; de Raadt, M., Watson, R., Toleman, M., Language tug-of-war: industry demand and academic choice (2003) Fifth Australasian Computing Education Conference, , ACE 2003, Adelaide, Australia; Doube, W., The impact on student performance of a change of language in successive introductory computer programming subjects (2000) Fourth Australasian Computing Education Conference, , ACE 2000, Melbourne, Australia; Souza, D.D., Hamilton, M., Harland, J., Muir, P., Thevathayan, C., Walker, C., Transforming learning of programming: a mentoring project (2008) Tenth Australasian Computing Education Conference, , ACE 2008, Wollongong, Australia; Gardner, H., Johnson, C., Leach, G., Vuylsteker, P., eScience curricula at two Australasian universities (2005) Seventh Australasian Computing Education Conference, , ACE 2005, Newcastle, Australia; Hamer, J., Kell, C., Spence, F., Peer assessment using Aropä (2007) Ninth Australasian Computing Education Conference, , ACE 2007, Ballarat, Australia; Hoffman, M.E., The case for more digital logic in computer architecture Sixth Australasian Computing Education Conference, , ACE 2004, Dunedin, New Zealand; Hogan, J., Thomas, R., Developing the software engineering team (2005) Seventh Australasian Computing Education Conference, , ACE 2005, Newcastle, Australia; Kummerfeld, S.K., Kay, J., The neglected battle fields of syntax errors (2003) Fifth Australasian Computing Education Conference, , ACE 2003, Adelaide, Australia; Lister, R., One small step toward a culture of peer review and multi-institutional sharing of educational resources: a multiple choice exam for first semester programming students (2005) Seventh Australasian Computing Education Conference, , ACE 2005, Newcastle, Australia; Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Bower, M., Venables A, Differing ways that computing academics understand teaching (2007) Ninth Australasian Computing Education Conference, , ACE 2007, Ballarat, Australia; Lister, R., Box, I., A citation analysis of the ACE2005 - 2007 proceedings, with reference to the June 2007 CORE conference and journal rankings (2008) Tenth Australasian Computing Education Conference, , ACE 2008, Wollongong, Australia; Millar, J.W.L., Mohammadian, M., Why Ada? (1996) First Australasian Computer Science Education Conference, , ACSE 1996, Sydney, Australia; Sheard, J., Carbone, A., Markham, S., Hurst, A.J., Casey, D., Avram, C., Performance and progression of first year ICT students (2008) Tenth Australasian Computing Education Conference, , ACE 2008, Wollongong, Australia; Simon, A classification of recent Australasian computing education publications (2007) Computer Science Education, 17 (3), pp. 155-169; Simon, Q., Cutts, S., Fincher, P., Haden, A., Robins, K., Sutton, B., Baker, I., Tutty, The ability to articulate strategy as a predictor of programming skill (2006) Eighth Australasian Computing Education Conference, , ACE 2006, Hobart, Australia; Simon, S., Fincher, A., Robins, B., Baker, I., Box, Q., Cutts, M., de Raadt, P., Tutty, Predictors of success in a first programming course (2006) Eighth Australasian Computing Education Conference, , ACE 2006, Hobart, Australia; Simon, J., Sheard, A., Carbone, M., de Raadt, M., Hamilton, R., Lister, Classifying computing educaton papers: process and results (2008) Fourth International Computing Education Research Workshop (ICER 2008), , Sydney, Australia; Summons, P., Simon, Authentication strategies for online assessment (1998) Third Australasian Computer Science Education Conference, , ACSE 1998, Brisbane, Australia; Tolhurst, D., Baker, B., Hamer, J., Box, I., Cutts, Q., de Raadt, M., Fincher, S., Tutty, J., Do map-drawing styles of novice programmers predict success in programming? A multi-national, multiinstitutional study (2006) Eighth Australasian Computing Education Conference, , ACE 2006, Hobart, Australia; Valentine, D., CS Educational Research: A Meta-Analysis of SIGCSE Technical Symposium Proceedings (2004) Proc. 35th SIGCSE Technical Symposium on Computer Science Education, 36 (1), pp. 255-259. , ACM SIGCSE Bulletin; Whalley, J., Prasad, C., Kumar, P.K.A., Decoding doodles: novice programmers and their annotations (2007) Ninth Australasian Computing Education Conference, , ACE 2007, Ballarat, Australia; Woodford, K., Bancroft, P., Multiple choice questions not considered harmful (2005) Seventh Australasian Computing Education Conference, , ACE 2005, Newcastle, Australia; Zobel, J., Uni cheats racket": a case study in plagiarism investigation (2004) Sixth Australasian Computing Education Conference, , ACE 2004, Dunedin, New Zealand},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@CONFERENCE{Dale20103,
author={Dale, N.B.},
title={Textbooks: How we choose them, how we use them, shall we lose them?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={3-8},
note={cited By 3; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872824061&partnerID=40&md5=f9e6811ca54e07ad0c4a33e3a81ab10c},
affiliation={Computer Science Department, University of Texas at Austin, Austin, TX 78712, United States},
abstract={This paper describes the results of a survey designed to explore how computer science educators view textbooks: how they choose them, how they use them, how they view the role of textbooks within the curriculum, and how they view the future of textbooks. The survey was posted on the Internet, with invitation email messages sent to the mailing list for SIGCSE, the ACM's Special Interest Group for Computer Science Education, asking them to fill out the survey. Of the 1053 addresses on the mailing list, 188 recipients responded, giving a response rate of almost 18%. This paper describes the demographics of the respondents, presents the objective responses, and provides a content analysis of the subjective responses. © 2010, Australian Computer Society, Inc.},
keywords={Computer textbook survey;  Curriculum materials},
keywords={Computer Science Education;  Content analysis;  Email messages;  Mailing lists;  Response rate;  Special interest groups, Curricula;  Internet;  Surveys, Textbooks},
references={Empirical method http://www.accessscience.com/search/asearch, AccessScience, McGraw-Hill Encyclopedia of Science and Technology. Online; http://intercom.virginia.edu/cgibin/cgiwrap/intercom/SurveySuite/ss_index.pl, SurveySuite Software, the University of Virginia; (1991), 34 (6). , Computing Curricula 1991, Communications of the ACM,(June); (2001) Computing Curricula 2001Computer Science, , Final Report, The Joint Task Force on Computing Curricula, IEEE Computer Society, Association for Computing Machinery, December 13; (1968), 11 (3). , Curriculum 68: Recommendations for academic programs in computer science: a report of the ACM curriculum committee on computer science Communications of the ACM, (March); (1979), 22 (3). , Curriculum '78: Recommendations for the undergraduate program in computer science-a report of the ACM curriculum committee on computer Science, Communications of the ACM, (March); Cooper, D., Clancy, M., (1985) Oh! Pascal!, , W. W. Norton and Company; Felleisen, M., Findler, R., Flatt, M., Krishnamuthi, S., (2003) How to Design Programs: An introduction to Programming and Computing, , MIT Press},
correspondence_address1={Dale, N.B.; Computer Science Department, , Austin, TX 78712, United States; email: ndale@cs.utexas.edu},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Simon2006181,
author={Simon and Cutts, Q. and Haden, P. and Sutton, K. and Box, I. and Hamer, J. and Lister, R. and Tolhurst, D. and Fincher, S. and Robins, A. and Baker, B. and de Raadt, M. and Hamilton, M. and Petre, M. and Tutty, J.},
title={The ability to articulate strategy as a predictor of programming skill},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={181-188},
note={cited By 7; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869029540&partnerID=40&md5=b9caf7aaa9eac8cba14963c6728bd25a},
affiliation={University of Newcastle, Australia; University of Glasgow, United Kingdom; Otago Polytechnic, New Zealand; Southern Institute of Technology, New Zealand; University of Technology Sydney, Australia; University of Auckland, New Zealand; University of New South Wales, Australia; University of Kent, United Kingdom; University of Otago, New Zealand; University of Southern Queensland, Australia; RMIT University, Australia; Open University, United Kingdom; Charles Darwin University, Darwin, Australia},
abstract={A multi-national, multi-institutional study investigating introductory programming courses drew on student participants from eleven institutions, mainly in Australasia, during the academic year of 2004. A number of diagnostic tasks were used to explore cognitive, behavioural, and attitudinal factors such as spatial visualisation and reasoning, the ability to articulate strategies for commonplace search and design tasks, and attitudes to studying. This paper reports in detail on the task that required participants to articulate a commonplace search strategy. The results indicate that increasing measures of richness of articulation of a search strategy are associated with higher marks in the course. © 2006, Australian Computer Society, Inc.},
keywords={Articulation;  Programming aptitude},
keywords={Attitudinal factors;  Design tasks;  Introductory programming course;  Programming skills;  Search strategies, Speech, Education},
references={Barker, R., Unger, E., A predictor for success in an introductory programming class based upon abstract reasoning development (1983) ACM SIGCSE Bulletin, 15 (1), pp. 154-158; Chowdhury, A., Van Nelson, C., Fuelling, C.P., McCormick, R.L., Predicting success of a beginning computer course using logistic regression (Abstract only) (1987) Proc 15th ACM Annual Computer Science Conference, p. 449. , St Louis, MO, USA; Curzon, P., Learning Computer Science through Games and Puzzles (2000) Interfaces, 42, pp. 14-15. , http://www.bcs-hci.org.uk/interfaces/interfaces42.pdf, Accessed 3 Oct 2005; de Raadt, M., Hamilton, M., Lister, R., Tutty, J., Baker, B., Box, I., Cutts, Q., Tolhurst, D., Approaches to learning in computer programming students and their effect on success (2005) Higher Education in a changing world: Research and Development in Higher Education, 28, pp. 407-414. , Brew, A., & Asmar, C; Fincher, S., Baker, B., Box, I., Cutts, Q., de Raadt, M., Haden, P., Hamer, J., Tutty, J., Programmed to succeed?: a multi-national, multiinstitutional study of introductory programming courses (2005) Computing Laboratory Technical Report 1-05, , University of Kent, Canterbury, UK; Leeper, R.R., Silver, J.L., Predicting success in a first programming course (1982) ACM SIGCSE Bulletin, 14 (1), pp. 147-150; Onorato, L.A., Schvaneveldt, R.W., Programmer-nonprogrammer differences in specifying procedures to people and computers (1987) The Journal of Systems and Software, 7 (4), pp. 357-369; Simon, Fincher, S., Robins, A., Baker, B., Box, I., Cutts, Q., de Raadt, M., Tutty, J., Predictors of success in a first programming course (2006) Proc Eighth Australasian Computing Education Conference, , Hobart, Australia, Jan 2006; Tolhurst, D., Baker, B., Hamer, J., Box, I., Cutts, Q., de Raadt, M., Fincher, S., Tutty, J., Do map-drawing styles of novice programmers predict success in programming?. A multi-national, multi-institutional study (2006) Proc Eighth Australasian Computing Education Conference, , Hobart, Australia, Jan 2006},
correspondence_address1={Simon; University of NewcastleAustralia; email: simon@newcastle.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Falkner20143,
author={Falkner, K. and Vivian, R. and Falkner, N.},
title={The Australian digital technologies curriculum: Challenge and opportunity},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={3-12},
note={cited By 34},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984870464&partnerID=40&md5=84ce628e8e36bf716c3336f1f98cff6b},
affiliation={School of Computer Science, The University of Adelaide, Adelaide, SA, Australia},
abstract={There is a call for change in the treatment of ICT curriculum in our schools driven by the relatively recent acknowledgement of the growing importance of ICT in industry and society, and the need to empower youth as producers, as well as consumers, of technology. ICT curriculum in previous incarnations tended to focus on ICT as a tool, with the development of digital literacy as the key requirement. Areas such as computer science (CS) or computational thinking were typically isolated into senior secondary programs, with a focus on programming and algorithm development, when they were considered at all. New curricula introduced in England, and currently under debate within Australia, have identified the need to educate for both digital literacy and CS, and the need to promote both learning areas from the commencement of schooling, Foundation (F) to year 12. In this paper, we discuss the main trends and learning objectives of these new curricula, identifying key areas requiring further research and development by the CS Education community. We undertake a review of current research in CS Education within the F-12 context, to identify research that can guide effective implementation and provide opportunities for further research. © 2014, Australian Computer Society, Inc.},
keywords={Computer science;  Education;  High school;  Informatics;  National curriculum;  Primary school},
keywords={Computer programming;  Computer science;  Curricula;  Education, Algorithm development;  Computational thinkings;  Digital technologies;  High school;  Informatics;  Learning objectives;  Primary schools;  Research and development, Education computing},
references={3.1 School structures. National Reporting on Schooling in Australia 2009 (2011), http://www.acara.edu.au/reporting/national_report_on_schooling/schools_and_schooling/school_structures.html, Accessed 4 Sep 2013; The shape of the Australian curriculum: technologies (2012), http://www.acara.edu.au/curriculum_1/learning_areas/technologies.html, Sydney, NSW: ACARA, Accessed 29 Aug 2013; The Australian curriculum: technologies information sheet (2013), http://www.acara.edu.au/curriculum_1/learning_areas/technologies.html, Sydney, NSW: ACARA, Accessed 20 Sep 2013; Bell, T., Newton, H., Andreae, P., Robins, A., The introduction of computer science to NZ high schools: an analysis of student work (2012), pp. 5-15. , Workshop in Primary and Secondary Computing Education, Hamburg, Germany; Bers, M., Horn, M., Chapter 4: Tangible programming in early childhood (2010) High-Tech Tots: Childhood in a Digital World (HC), pp. 49-68. , I. Berson & M. Berson (Eds.), Information Age Publishing; Black, J., Brodie, J., Curzon, P., Myketiak, C., McOwan, P., Meagher, L., Making computing interesting to school students: teachers' perspectives (2013) Proc. ITiCSE, pp. 255-260. , Canterbury, England; Burke, Q., Kafai, Y.B., Programming & storytelling: opportunities for learning about coding & composition (2010) Proc. International Conference on Interaction Design and Children, pp. 348-351. , Barcelona, Spain; (2013) Computer Science Unplugged, , http://csunplugged.org/, Accessed September 2013; (2013), http://www.cs4fn.org/about.php, About cs4fn, Accessed 25 Aug 2013; Curzon, P., McOwan, P., Cutts, Q., Bell, T., Enthusing & inspiring with reusable kinaesthetic activities. (2009) SIGCSE Bulletin, 41 (3), pp. 94-98; Denner, J., What predicts middle school girls' interest in computing? (2011) International Journal of Gender, Science and Technology, 3 (1), pp. 53-61; Denner, J., Werner, L., Ortiz, E., Computer games created by middle school girls: can they be used to measure understanding of computer science concepts? (2012) Computers & Education, 58 (1), pp. 240-249; (2013) The national curriculum in England, , Cheshire, UK: Crown; Feaster, Y., Ali, F., Hallstrom, J., Serious toys: teaching the binary number system (2012) Proc. ITiCSE, pp. 262-267. , Haifa, Israel; Feaster, Y., Segars, L., Wahba, S., Hallstrom, J., Teaching CS unplugged in the high school (with limited success) (2011) Proc. ITiCSE, pp. 248-252. , Darmstadt, Germany; Fincher, S., Petre, M., (2004) Computer Science Education Research, , Psychology Press; Gal-Ezer, J., Stephenson, C., The current state of computer science in US high schools: a report from two national surveys (2009) Journal for Computing Teachers, Spring, pp. 1-5; Gander, W., Petit, A., Berry, G., Demo, B., Vahrenhold, J., McGettrick, A., Boyle, R., Meyer, B., Informatics education: Europe cannot afford to miss the boat ACM Europe: Informatics Education Report (2013), New York; What is CS4HS? Google: computer science for high school (2013), http://www.cs4hs.com/; Georgia Computes! (2012), http://gacomputes.cc.gatech.edu/, Accessed 15 Sep 2013; Henwood, F., From the woman question in technology to the technology question in feminism rethinking gender equality in IT education. (2000) European Journal of Women's Studies, 7 (2), pp. 209-227; Jepson, A., Perl, T., Priming the pipeline (2002) ACM SIGCSE Bulletin, 34 (2), pp. 36-39; Kazakoff, E., Bers, M., Programming in a robotics context in the kindergarten classroom: the impact on sequencing skills. (2012) Journal of Educational Multimedia and Hypermedia, 21 (4), pp. 371-391; Kazakoff, E., Sullivan, A., Bers, M., The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. (2013) Early Childhood Education Journal, 41 (4), pp. 1-11; Kordaki, M., A computer card game for the learning of basic aspects of the binary system in primary education: design and pilot evaluation. (2011) Education and Information Technologies, 16 (4), pp. 395-421; Lai, A.-F., Yang, S.-M., The learning effect of visualized programming learning on 6th graders' problem solving and logical reasoning abilities (2011) Proc. International Conference on Electrical and Control Engineering (ICECE), pp. 6940-6944. , 16-18 Sept. 2011,Yichang; Lau, W., Ngai, G., Chan, S., Cheung, J., Learning programming through fashion and design: a pilot summer course in wearable computing for middle school students. (2009) SIGCSE Bulletin, 41 (1), pp. 504-508; Lewis, C., Is pair programming more effective than other forms of collaboration for young students? (2011) Computer Science Education, 21 (2), pp. 105-134; Lode, H., Franchi, G., Frederiksen, N., Machineers: playfully introducing programming to children. (2013) Proc. Human Factors in Computing Systems, pp. 2639-2642. , Paris, France; Magnenat, S., Riedo, F., Bonani, M., Mondada, F., A programming workshop using the robot "Thymio II": The effect on the understanding by children (2012) Proc. Workshop on Advanced Robotics and its Social Impacts, pp. 24-29. , 21-23 May 2012, Munich, Germany; Malmi, L., Sheard, J., Bednarik, R., Helminen, J., Korhonen, A., Myller, N., Sorva, J., Taherkhani, A., Characterizing research in computing education: a preliminary analysis of the literature. (2010) Proc. ICER, pp. 3-12. , San Diego; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., Learning computer science concepts with scratch (2010) Proc. International workshop on computing education research, pp. 69-76. , Denmark; Meerbaum-Salant, O., Armoni, M., Ben-Ari, M., Habits of programming in scratch (2011) Proc. ITiCSE, pp. 168-172. , Germany; Meyers, A., Cole, M., Korth, E., Pluta, S., Musicomputation: teaching computer science to teenage musicians (2009) Proc. ACM conference on Creativity and cognition, pp. 29-38. , Berkeley, California; Papert, S., (1980) Mindstorms: children, computers, and powerful ideas, , New York, Basic Books, Inc; Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., Delvin, M., Paterson, J., A survey of literature on the teaching of introductory programming (2007) SIGCSE Bulletin, 39 (4), pp. 204-223; Ragonis, N., Hazzan, O., Gal-Ezer, J., A survey of computer science teacher preparation programs in Israel tells us: computer science deserves a designated high school teacher preparation! (2010) Proc. ACM technical symposium on computer science education, pp. 401-405; Randolph, J., A methodological review of the program evaluations in K-12 computer science education. (2008) Informatics in Education-An International Journal, 7 (2), pp. 237-258; Schulte, C., Hornung, M., Sentance, S., Dagiene, V., Jevsikova, T., Thota, N., Eckeral, A., Peters, A.-K., Computer science at school/CS teacher education: Koli working-group report on CS at school. (2012) Proc. Koli Calling International Conference on Computing Education Research, pp. 29-38. , Koli, Finland; Seehorn, D., Carey, S., Fuschetto, B., Lee, I., Moix, D., O'Grady-Cunniff, D., Verno, A., CSTA K-12 computer science standards The CSTA Standards Task Force (2011), New York: Computer Science Teachers Association, Association for Computing Machinery; Settle, A., Franke, B., Hansen, R., Spaltro, F., Jurisson, C., Rennert-May, C., Wildeman, B., Infusing computational thinking into the middle-and highschool curriculum (2012) Proc. ITiCSE, pp. 22-27. , Haifa, Israel; Sheard, J., Simon Hamilton, M., Lönnberg, J., Analysis of research into the teaching and learning of programming. (2009) Proc. ICER, pp. 93-104. , Berkeley, California; Simon, A classification of recent Australasian computing education publications (2007) Computer Science Education, 17 (3), pp. 155-169; Simon, Koli calling comes of age: an analysis (2008) Proc. Baltic Sea Conference on Computing Education Research (Koli Calling), pp. 119-126. , Koli National Park, Finland; Simon Carbone, A., de Raadt, M., Lister, R., Hamilton, M., Sheard, J., Classifying computing education papers: process and results (2008) International Proc. Workshop on Computing Education Research, , Sydney, Australia; Simon Sheard, J., Carbone, A., de Raadt, M., Hamilton, M., Lister, R., Thompson, E., Eight years of computing education papers at NACCQ. (2008) Proc. Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 101-107. , Auckland, New Zealand; Stoeckelmayr, K., Tesar, M., Hofmann, A., Kindergarten children programming robots: a first attempt (2011) Proc. International conference on robotics in education, pp. 185-192. , Vienna, Austria; Taub, R., Ben-Ari, M., Armoni, M., The effect of CS unplugged on middle-school students' views of CS. (2009) Proc. SIGCSE conference on innovation and technology in computer science education, pp. 99-103. , Paris, France; Shut down or restart? The way forward for computing in UK schools (2012), London; Tinapple, D., Sadauskas, J., Olson, L., Digital culture creative classrooms (DC3): teaching 21st century proficiencies in high schools by engaging students in creative digital projects. (2013) Proc. International Conference on Interaction Design and Children, pp. 380-383. , New York; Wilson, C., Guzdial, M., How to make progress in computing education (2010) Communications of the ACM, 53 (5), pp. 35-37},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{vonKonsky2006235,
author={von Konsky, B.R. and Loh, A. and Robey, M. and Gribble, S.J. and Ivins, J. and Cooper, D.},
title={The benefit of information technology in managing outcomes focused curriculum development across related degree programs},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={235-242},
note={cited By 7; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869063324&partnerID=40&md5=56ae3c245da052458b1e565e40a99699},
affiliation={Curtin University of Technology, Department of Computing, GPO Box U1987, Perth 6845, WA, Australia},
abstract={This paper describes an interactive, web-based tool that provides access to an Outcomes Database for managing an Outcomes Focused curriculum plan. The approach provides a rapid way to involve subject specialists, course controllers, curriculum designers and educational consultants in the curriculum design and review process. The Outcomes Database is used to capture the relationships between units (i.e. subjects), Unit Learning Outcomes, Course Learning Outcomes, Generic Graduate Attributes and assessments. This is undertaken across courses (i.e. undergraduate degree programs) sharing common units in Information Technology, Computer Science, and Software Engineering. Automatically generated database reports that show how units contribute to the development of the generic graduate attributes are compared to those derived manually on a unit-by-unit basis. Preliminary experience with this IT-based approach demonstrates that automatically generated database reports effectively highlight areas requiring further attention during subsequent curriculum development iterations. The tools and approach described here show how the Outcomes Database can assist in making the transition from an existing program to one using an Outcomes Focused approach. © 2006, Australian Computer Society, Inc.},
keywords={Database;  Outcomes focused education},
keywords={Automatically generated;  Curriculum designs;  Curriculum development;  Degree program;  Educational consultant;  Learning outcome;  Review process;  Undergraduate degrees;  Web-based tools, Database systems;  Information technology;  Software engineering, Curricula},
references={Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruiskshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A Taxonomy for LearningObjectives, , (eds.): Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Addison-Wesley Longman, ISBN 0-321-08405-5; Barrie, S., A research-based approach to generic graduate attributes policy (2004) Higher Education Research & Development, 23 (3), pp. 261-275; Bell, T.D., Proven skills: the new yardstick for schools (2000) IEEE Spectrum, 37 (9), pp. 63-67; Botev, C., Chao, H., Chao, T., Cheng, Y., Supporting Workflow in a Course Management System (2005) ACM SIGCSE '05, pp. 262-266; Bradley, A., (2005), Engineers Australia National Generic Competency Standards - Stage 1 Competency Standard for Professional Engineers, Document No. P05. Engineers Australia Accreditation Board; Burmeister, O.K., Applying the ACS Code of Ethics (2000) Journal of Research and Practice in Information Technology, 32 (2), pp. 107-120; Dook, J., Thompson, E., McNamara, B., Hepburn, N., Baird, C., (2005), http://www.catl.uwa.edu.au/obe/outcomes_based_education_and_assessment_at_uwa, Outcomes Based Education and Assessment at UWA, Accessed 17 August 2005; (1996) Engineering Education into the Future, , Engineers Australia: Changing the Culture: ISBN 858256630; (1999) The Manual for the Accreditation of Professional Engineering Programs, , Engineers Australia Revised 7 October 1999; (2001) Computer Science, , IEEE and ACM: Computer Curricula 2001: Final Report, December 15, 2001, Joint Task Force on Computer Curricula, IEEE Computer Society and the ACM; Swebok, Abran, A., Bourque, P., Dupuis, R., Tripp, L.L., (2004) Guide to the Software Engineering Body of Knowledge, , IEEE: 2004 Version, (eds.) ISBN 0-7695-2330-7; Jolly, L., Humphries, J., Using an Electronic Tool to Encourage Pedagogical Change (2003) Proceedings of AaeE Conference, p. 29. , September-1 October 2003; (2005) Comparison of Online Course Delivery Software Products, , http://www.marshall.edu/it/cit/webct/compare/comparison.html, Marshall University (2005): accessed 27 Oct; Ong, S.S., Shepherd, J., WebCMS: A Webbased Course Management System (2002), pp. 345-350. , Workshop on Databases and Expert Systems Applications; Parnas, D.L., Software Engineering Programs are not Computer Science Programs (1999) IEEE Software, 16 (6), pp. 19-30},
correspondence_address1={von Konsky, B.R.; Curtin University of Technology, GPO Box U1987, Perth 6845, WA, Australia; email: bvk@cs.curtin.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Whalley20099,
author={Whalley, J.L. and Lister, R.},
title={The BRACElet 2009.1 (Wellington) Specification},
journal={Conferences in Research and Practice in Information Technology Series},
year={2009},
volume={95},
pages={9-18},
note={cited By 18; Conference of 11th Australasian Computing Education Conference, ACE 2009 ; Conference Date: 20 January 2009 Through 23 January 2009;  Conference Code:93142},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867373233&partnerID=40&md5=b1b0ac45fc034c347769e4a1f391ac93},
affiliation={Computing and Mathematical Sciences, Auckland University of Technology, Auckland 1020, New Zealand; Faculty of Engineering and Information Technology, University of Technology, Sydney NSW 2007, Australia},
abstract={BRACElet is a multi-institutional computer education research study of novice programmers. The project is open to new members. The purpose of this paper is to: (1) provide potential new members with an overview of BRACElet, and (2) specify the common core for the next data collection cycle. In this paper, BRACElet is taking the unusual step of making its study design public before data is collected. We invite anyone to run their own study using our study design, and publish their findings, irrespective of whether they formally join BRACElet. We look forward to reading their paper. © 2009, Australian Computer Society, Inc.},
keywords={BRACElet;  Multiinstitutional collaboration;  Novice programming},
keywords={BRACElet;  Computer education;  Data collection;  Look-forward;  Multiinstitutional collaboration;  New members;  Novice programmer;  Novice programming;  Study design},
references={Adelson, B., When novices surpass experts: The difficulty of a task may increase with expertise (1984) Journal of Experimental Psychology: Learning, Memory, and Cognition, 10 (3), pp. 483-495; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, R., Wittrock, M.C., A Taxonomy for Learning, Teaching and Assessing (2001) A Revision of Bloom's Taxonomy of Educational Objectives, , (Eds), New York, Addison Wesley Longman, Inc; Biggs, J.B., Collis, K.F., (1982) Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome), , New York: Academic Press; Carr, W., Kemmis, S., (1986) Becoming critical: education knowledge and action research, , Lewes: Falmer Press; Chase, W.C., Simon, H.A., Perception in chess (1973) Cognitive Psychology, 4, pp. 55-81; Clear, T., Edwards, J., Lister, R., Simon, B., Thompson, E., Whalley, J., The teaching of novice computer programmers: bringing the scholarly-research approach to Australia (2008) Proc. Tenth Australasian Computing Education Conference (ACE 2008), 78, pp. 63-68. , Wollongong, NSW, Australia. Simon and Hamilton, M., Eds., CRPIT, Australian Computer Society, Darlinghurst, Australia; Clear, T., Whalley, J., Lister, R., Carbone, A., Hu, M., Sheard, J., Simon, B., Thompson, E., Reliably Classifying Novice Programmer Exam Responses using the SOLO Taxonomy (2008) Proc. 21st Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2008), pp. 23-30. , Auckland, New Zealand. Samuel Mann and Mike Lopez., Eds; Clear, T., Philpott, A., Robbins, P., Simon, (2008), Report on the Eighth BRACElet Workshop (BRACElet Technical Report No. 01/08). Auckland: Auckland University of Technology; Denny, P., Luxton-Reilly, A., Simon, B., Evaluating a New Exam Question: Parsons Problems (2008) Proc. of the 2008 International Workshop on Computing Education Research (ICER '08), , Sydney, Australia. ACM Press, New York, NY; Fincher, S., Petre, M., (2004) Computer Science Education Research, , Taylor & Francis; Fincher, S., Lister, R., Clear, T., Robins, A., Tenenberg, J., Petre, M., Multi-institutional, multi-national studies in CSEd Research: some design considerations and trade-offs (2005) Proc. International Computing Education Research Workshop, pp. 111-121. , Seattle, USA; Ginat, D., Learning from wrong and creative algorithm design (2008) Proc. of the 39th SIGCSE Technical Symposium on Computer Science Education (SIGCSE '08), , Portland, OR, USA, 26-30, ACM Press, New York, NY; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) Proc. of the 11th Annual SIGCSE Conference on innovation and Technology in Computer Science Education (ITICSE '06), pp. 118-122. , Bologna, Italy, ACM Press, NY; Lister, R., The Neglected Middle Novice Programmer: Reading and Writing without Abstracting (2007) Proc. of the 20th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ'07), pp. 133-140. , Port Nelson, New Zealand, Mann, S. and Bridgeman, N., Eds; Lopez, M., Whalley, J., Robbins, P., Lister, R., Relationships between reading, tracing and writing skills in introductory programming (2008) Proc. of the 2008 International Workshop on Computing Education Research (ICER '08), , Sydney, Australia. ACM Press, New York, NY; McCartney, R., Moström, J.E., Sanders, K., Seppala, O., Questions, Annotations, and Institutions: observations from a study of novice programmers (2004) Proc. Of the Fourth Finnish/Baltic Sea Conference on Computer Science Education, pp. 11-19. , Koli, Finland; Parsons, D., Haden, P., Parsons' programming puzzles: a fun and effective learning tool for first programming courses (2006) Proc of the 8th Australian Conference on Computing Education, 78, pp. 157-163. , Hobart, Australia, D. Tolhurst and S. Mann, Eds., CRPIT; Philpott, A., Robbins, P., Whalley, J., Accessing The Steps on the Road to Relational Thinking Proc. 20th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2007), 2007, p. 286. , Mann, S and Bridgeman, N., Eds, Nelson, NZ; Sheard, J., Carbone, A., Lister, R., Simon, B., Thompson, E., Whalley, J., Going SOLO to Assess Novice Programmers (2008) Proc. of the 13th Annual SIGCSE Conference on innovation and Technology in Computer Science Education (ITICSE '08), pp. 209-213. , Madrid, Spain, ACM Press, New York, NY; Sierra, K., Bates, B., (2005) Head First Java, , 2nd Edition, O'Reilly Media, Inc.; 2nd edition; Thomas, L., Ratcliffe, M., Thomasson, B., Scaffolding with object diagrams in first year programming classes: some unexpected results (2004) SIGCSE Bulletin, 36 (1), pp. 250-254; Thompson, E., Whalley, J., Lister, R., Simon, B., Code Classification as a Learning and Assessment Exercise for Novice Programmers (2006) Proc. of the 19th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2006), pp. 291-298. , Wellington, New Zealand; Thompson, E., Luxton-Reilly, A., Whalley, J., Hu, M., Robbins, P., Blooms Taxonomy for CS Assessment (2008) Proc. Tenth Australasian Computing Education Conference (ACE2008), 78, pp. 155-161. , Wollongong, Australia, Simon & M. Hamilton, Eds., CRPIT; Traynor, D., Bergin, S., Gibson, J.P., Automated assessment in CS1 (2006) Proc. of the 8th Australian Conference on Computing Education -Volume 52, 165, pp. 223-228. , D. Tolhurst and S. Mann, Eds., Hobart, Australia, A CM International Conference Proceeding Series. Australian Computer Society, Darlinghurst, Australia; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Proc. of the 8th Australian Conference on Computing Education - Volume 52, 165, pp. 243-252. , D. Tolhurst and S. Mann, Eds., Hobart, Australia, ACM International Conference Proceeding Series, Australian Computer Society, Darlinghurst, Australia; Whalley, J., CSEd research instrument design: the localization problem (2006) Proc. 19th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ 2006), pp. 307-312. , S. Mann & N. Bridgeman, Eds., Wellington, NZ; Whalley, J., Prasad, C., Kumar, P.K.A., Decoding Doodles: Novice Programmers and Their Annotations (2007) Proc. Ninth Australasian Computing Education Conference (ACE 2007), 66, pp. 171-178. , Ballarat, Vic., Australia. Mann, S. and Simon, Eds., CRPIT; Whalley, J.L., Robbins, P., Report on the Fourth BRACElet Workshop (2007) Bulletin of Applied Computing and IT, 5 (1). , http://www.naccq.co.nz/bacit/0501/2007WhalleyBRACELET_Workshop.htm, Retrieved June 7, 2007 from; Whalley, J., Clear, T., Lister, R., The Many Ways of the BRACElet Project (2007) Bulletin of Applied Computing and IT, 5 (1). , http://www.naccq.co.nz/bacit/0501/2007WhalleyBRACELET_Ways.htm, Retrieved June 7, 2007 from},
correspondence_address1={Whalley, J.L.; Computing and Mathematical Sciences, , Auckland 1020, New Zealand; email: jacqueline.whalley@aut.ac.nz},
sponsors={CityLink, New Zealand; New Zealand Computer Society; Victoria University of Wellington; Australian Computer Society; CORE - Computing Research and Education},
address={Wellington},
issn={14451336},
isbn={9781920682767},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Carbone20073,
author={Carbone, A. and de Raadt, M. and Kay, J. and Lister, R. and Litchfield, A. and Raban, R. and Roe, P. and Santamaria, D. and Sheard, J. and Shepherd, J. and Solomon, A. and Thomas, R.},
title={The carrick vision and computing education: Four case studies in multi-institutional collaboration},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={3-8},
note={cited By 0; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869134084&partnerID=40&md5=7b14d755fde12379c0b844e1c1baf5d6},
affiliation={Faculty of IT, Monash Uni., Australia; Faculty of Sciences, University of Southern Queensland, Australia; School of Information Technologies, University of Sydney, Australia; Faculty of IT, Uni. of Technology, Sydney, Australia; Faculty of IT, Uni. of Technology, Sydney, Australia; Faculty of IT, Uni. of Technology, Sydney, Australia; Faculty of IT, Queensland Uni. of Technology, Brisbane, Australia; Faculty of IT, Uni. of Technology, Sydney, Australia; Faculty of IT, Monash Uni., Australia; School of Computer Science and Engineering, UNSW, Australia; Faculty of IT, Uni. of Technology, Sydney, Australia; Faculty of IT, Queensland Uni. of Technology, Brisbane, Australia},
abstract={The Carrick Institute is an initiative of the Australia federal government. It is aimed at generating strategic change in Australian University education, via grants and other awards to approximately $20 million annually. By previous Australian standards, the potential funding for projects is large. However, the Carrick Institute has a well focused vision, and grant applications need to be aligned with that vision. This paper first describes some key aspects of the Carrick vision, before describing four multi-institutional computing education projects that successfully attracted funding from the Carrick Institute in 2006. Three of the projects are funded under Carrick's Priority Program, and are concerned with different aspects of automated assessment: (1) assessing Unix scripting skills, (2) self and peer assessment in groupwork, and (3) the assessment of novice programmers. The fourth project is funded under Carrick's Disciplinary-Based Initiatives Scheme. Commonalities in the structure of these three projects are observed.},
keywords={Assessment;  Carrick Institute;  Group work;  Multi-institutional Collaboration;  Novice programming;  Unix Scripting},
keywords={Assessment;  Carrick Institute;  Group work;  Multi-institutional Collaboration;  Novice programming, Societies and institutions;  UNIX, Education},
references={Carbone, A., Mitchell, I.J., Hurst, A.J., Gunstone, R., Principles for designing programming exercises to minimise poor learning behaviours in students (2000) The Fourth Australasian Computing Education Conference, , Monash University, Victoria, Australia; Carbone, A., Mitchell, I.J., Gunstone, R., Hurst, A.J., Characteristics of programming exercises that lead to poor learning tendencies: Part II. (2001) The 6th Annual Conference on Innovation Technology in Computer Science Education, , University of Kent, Canterbury, UK; Carbone, A., Mitchell, I.J., Gunstone, R., Hurst, A.J., Designing programming tasks to elicit self management metacognitive behaviour (2002) International Conference on Computers in Education, , (ICCE 2002), Auckland, New Zealand; (2006), http://www.carrickinstitute.edu.au/carrick/go/pid/10, Carrick Mission, Objectives, Values., [Accessed October 2006]; (2006), http://www.carrickinstitute.edu.au/carrick/go/pid/68, Carrick CAUT Program 1994-5. [Accessed October 2006]; (2006) http://www.carrickinstitute.edu.au/carrick/go/pid/69, , Carrick CUTSD Program 1997-99. [Accessed October 2006]; (2006), http://www.carrickinstitute.edu.au/carrick/go/pid/111, Carrick Priority Projects Program., [Accessed October 2006]; (2006), http://www.carrickinstitute.edu.au/carrick/go/pid/120, Carrick Discipline-based Initiatives Scheme. [Accessed October 2006]; de Raadt, M., Toleman, M., Watson, R., Chicken sexing and novice programmers: Explicit instruction of problem solving strategies (2006) Australasian Computing Education Conference (ACE 2006), 52, pp. 55-62. , Conferences in Research and Practice in Information Technology (Hobart, Australia, 16-19 January); de Raadt, M., Watson, R., Toleman, M., Training strategic problem solvers (2004) ACM SIGCSE Bulletin, 36 (2). , Impagliazzo, J (Ed). ACM Press; Hurst, J., Lynch, J., Collins, F., Markham, S., Teaching ICT: The ICT-Ed Project (2001) Higher Education Division, , Department of Education, Training and Youth Affairs. Canberra, Australia; Kay, J., Stereotypes, student models and scrutability (2000) Intelligent Tutoring Systems. Lecture Notes In Computer Science, 1839, pp. 19-30; Kay, J., Learner control (2001) User Modeling and User- Adapted Interaction, 11 (1-2), pp. 111-127; Kay, J.B., Kummerfeld, P.L., Personis: A server for user models (2002) Adaptive Hypermedia and Adaptive Web-Based Systems, Second International Conference, pp. 203-212; Lister, R., (2001) Objectives and Objective Assessment in CS1, 32nd Technical Symposium on Computer Science Education (SIGCSE 2001), pp. 292-296. , Charlotte NC, USA, February 21-25, 2001; Lister, R., Leaney, J., Introductory Programming, Criterion Referencing, and Bloom (2003) 34th Technical Symposium on Computer Science Education (SIGCSE 2003), 2003, pp. 143-147. , Reno, Nevada USA, February 19-23; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150. , (December); Lister, R., One Small Step Toward a Culture of Peer Review and Multi-Institutional Sharing of Educational Resources: A Multiple Choice Exam for First Semester Programming Students (2005) Seventh Australasian Computing Education Conference (ACE2005), pp. 155- 164. , Newcastle, Australia. January 31 -February 3; Lister, R., Simon, B., Thompson, E., Whalley, J., Prasad, C., Not Seeing the Forest for the Trees: Testing Novice Programmers to Encourage the Development of Relational Thinking (2006) Eleventh Annual Conference on Innovation and Technology in Computer Science Education, pp. 118-122. , Bologna, Italy; McKenzie, J., Alexander, S., Harper, C., Anderson, S., Dissemination, Adoption & Adaptation of Project Innovations in Higher Education (2005), http://www.carrickinstitute.edu.au/carrick/go/op/edit/pid/98, [Accessed October 2006]; Litchfield, R., (2006) Peer assessment in large group projects: forming professional attitudes in IT students, , http://science.uniserve.edu.au/pubs/procs/2006/litchfield.pdf; Litchfield, R., Supporting Peer Assessment of Individual Contributions in Groupwork (2006) Annual conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCiLiTE 2006), , Sydney, December 3-6; Anthony, R., Karyn, B., Peter, B., Managing Large Class Assessment (2004) Australasian Computing Education Conference (ACE2004), pp. 285-289. , Dunedin, New Zealand; Schofield, A., Olsen, A., (2000) A Report for AUTC on: An Evaluation of the CUTSD Initiative, , http://www.carrickinstitute.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/116.pdf, [Accessed October 2006]; Solomon, A., Santamaria, D., Lister, R., Automated Testing of Unix Command-line and Scripting Skills (2006) 7th International Conference on Information Technology Based Higher Education and Training, , (Sydney, Australia, July 10 - 13, 2006); Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., braham, C., (2005) Strategies for effective issemination of project outcomes, , http://www.carrickinstitute.edu.au/carrick/go/op/edit/pid/94, [Accessed October 2006]; Nghi, T., Peter, B., Paul, R., Testing 'Fill in the Gap' Programming Exercises (2005) Australasian Computing Education Conference (ACE2005), , Newcastle, Australia; Nghi, T., Peter, B., Paul, R., Static Analysis of Students' Java Programs (2004) Australasian Computing Education Conference (ACE2004), pp. 317-325. , Dunedin, New Zealand; Nghi, T., Peter, B., Paul, R., A Web Based Environment for Learning to Program. Australasian Computing Education Conference (ACE2003) (2003), pp. 255-264. , Adelaide, Australia; Karyn, W., Peter, B., Multiple Choice Questions Not Considered Harmful (2005) Australasian Computing Education Conference (ACE2005), pp. 109-116. , Newcastle, Australia},
correspondence_address1={Carbone, A.; Faculty of IT, Australia; email: Angela.Carbone@infotech.monash.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Koppi2010107,
author={Koppi, T. and Edwards, S.L. and Sheard, J. and Naghdy, F. and Brookes, W.},
title={The case for ICT work-integrated learning from graduates in the workplace},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={107-116},
note={cited By 14; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872769166&partnerID=40&md5=7ac7e4bb65b3e03ab10dd9892080fdf8},
affiliation={Faculty of Informatics, University of Wollongong, Australia; Faculty of Science and Technology, Queensland University of Technology, Australia; Faculty of Information Technology, Monash University, Australia; Faculty of Information Technology, University of Technology Sydney, Australia},
abstract={An online survey of recent ICT graduates in the workplace was carried out as part of a recent project funded by the Australian Learning and Teaching Council. The survey was concerned with the ICT curriculum in relation to workplace job requirements and university preparation for these requirements. The survey contained quantitative and qualitative components and findings from the former have been published (Koppi et al., 2009). This paper reports on a quantitative comparison of responses from graduates who had workplace experience and those who did not, and a qualitative analysis of text responses from all ICT graduates to open-ended questions concerning the curriculum and their perceived university preparation for the workplace. The overwhelming response from ICT graduates in the workplace was for more industryrelated learning. These industry relationships included industry involvement, workplace learning and business experience, up-to-date teaching and technologies, practical applications, and real-world activities. A closer relationship of academia and industry was strongly advocated by ICT graduates in the workplace. © 2010, Australian Computer Society, Inc.},
keywords={ICT curriculum;  ICT graduates;  Professional work requirements;  University courses;  Work-integrated learning},
keywords={ICT graduates;  Industry relationship;  Online surveys;  Open-ended questions;  Qualitative analysis;  Quantitative comparison;  Real-world activities;  University course;  Work requirements;  Work-integrated learning;  Workplace learning, Curricula;  Industry;  Surveys, Information technology},
references={Allen, J., van der Velden, R., (2007) The Flexible Professional in the Knowledge Society: General Results of the REFLEX Project, , http://www.educpros.fr/uploads/media/reflex_01.pdf, Research Centre for Education and the Labour Market, Maastricht University, Netherlands. [viewed 20 February 2009; Anderson, M.S., The Complex Relations Between the Academy and Industry: Views from the Literature (2001) The Journal of Higher Education, 72 (2), pp. 226-247; (2001) The ICT-Ed Project: The report on learning outcomes and curriculum development in major university disciplines in Information and Communication Technology, , AUTC Computing Education Research Group, Faculty of Information Technology, Monash University; (2006) Graduates in the Workplace: Does a degree add value?, , http://www.cipd.co.uk/NR/rdonlyres/ABF47E00-4DDE-40EC-9F20-B3C61574A110/0/gradwrkplsr.pdf, Chartered Institute of Personnel and Development [viewed 20 February 2009]; Fincher, S., Clear, T., Petrova, K., Hoskyn, K., Birch, R., Claxton, G., Wieck, M., Cooperative Education In Information Technology (2004) International Handbook for Cooperative Education, pp. 111-123. , R. Coll & C. Eames (Eds.), Boston MA: World Association for Cooperative Education; Gresty, M., (2007) Graduates' Experiences of the Workplace, , http://www.prospects.ac.uk/cms/ShowPage/Home_page/Main_menu___Research/Labour_market_information/Graduate_Market_Trends_2007/Graduates__experiences_of_the_workplace__Spring_2007_/p!elkbbiF, [viewed 20 February 2009]; Jancauskas, E., Atchison, M., Murphy, G., Rose, P., (2000) Unleashing the Potential of Work-Integrated-Learning through Professionally Trained Academic and Industry Supervisors, , http://www.waceinc.org/pdf/Erin_Jancauskas_6_14_00.pdf, [viewed 6 January 2009]; Koppi, T., Naghdy, F., (2009) Managing educational change in the ICT discipline at the tertiary education level (University of Wollongong, Monash University, Queensland University of Technology, University of Technology, Sydney) ALTC Discipline Based Initiative: ICT Project Final Report, , http://www.altc.edu.au/resource-managingeducational-change-ict-discipline-uow-2009, ALTC. [viewed 14 August 2009]; Koppi, T., Sheard, J., Naghdy, F., Chicharo, J., Edwards, S.L., Brookes, W., Wilson, D., What our ICT graduates really need from us: a perspective from the workplace'. Eleventh Australasian Computing Education Conference (ACE2009) (2009) Conferences in Research and Practice in Information Technology, 95, pp. 101-110. , M. Hamilton and T. Clear (eds); McIlveen, P., Brooks, S., Lichtenburg, A., Smith, M., Torjul, P., Tyler, J., (2008) Career Development Learning and Work-integrated Learning in Australian Higher Education: A discussion paper, , http://www.usq.edu.au/resources/cdlandwilpaper.pdf, National Association of Graduate Careers Advisory Services, Australia, Inc. [viewed 6 January 2009]; Nagarajan, S., Edwards, J., Towards understanding the non-technical work experiences of recent Australian information technology graduates. Tenth Australasian Computing Education Conference (ACE2008), Wollongong, Australia (2008) Conferences in Research and Practice in Information Technology, 78, pp. 103-12. , S. Hamilton and M. Hamilton (eds); Orrell, J., Work-integrated learning programmes: management and educational quality (2004) Proceedings of the Australian Universities Quality Forum 2004, pp. 1-5. , http://www.auqa.edu.au/auqf/pastfora/2004/program/papers/Orrell.pdf, AUQA Occasional Publication, [viewed 6 January 2009]; Pauling, J.W., Komisarczuk, P., Review of work experience in a Bachelor of Information Technology'. Ninth Australasian Computing Education Conference (ACE2007) (2007) Conferences in Research in Practice in Information Technology, 66, pp. 125-132. , Ballarat, Victoria, January 2007. S. Mann and Simon (eds); Poppins, P., Singh, M., Work integrated learning in information technology education (2005) Information and Communication Technologies and Real-Life Learning: New education for the knowledge society, pp. 223-30. , T. van Weert and A. Tatnall (eds). Springer, New York, USA; (2008) Millennials at Work: Perspectives from a new generation, , http://www.pwc.com/extweb/pwcpublications.nsf/docid/18E31741D06BA7A0852575120073CEBA, PricewaterhouseCoopers [viewed 20 February 2009]; Patrick, C.-J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., Pretto, G., (2008), http://www.altc.edu.auandwww.acen.edu.au, December. The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]. Brisbane: Queensland University of Technology. Available online at; Taft, D.K., Programming grads meet a skills gap in the real world (2007), http://www.eweek.com/article2/0,1895,2178319,00.asp, [viewed 15 November 2008]; VonKonsky, B., Defining the ICT Profession: A Partnership of Stakeholders (2008) Proceedings of the 21st Annual NACCQ Conference, pp. 15-21. , S. Mann & M. Lopez (Eds.), Auckland, New Zealand: NACCQ; (2008) A National Internship Scheme: Enhancing the skills and work-readiness of Australian university graduates, , http://www.universitiesaustralia.edu.au/documents/publications/discussion/National-Internshipscheme-May08.pdf, Universities Australia Position Paper No. 3/08, May 2008. [viewed 6 January 2009]},
correspondence_address1={Koppi, T.; Faculty of Informatics, Australia; email: tkoppi@uow.edu.au},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Hoffman2012,
author={Hoffman, M.E.},
title={The case for more digital logic in computer architecture},
journal={Sixth Australasian Computing Education Conference},
year={2012},
abstract = {New topics, most notably the World Wide Web, have put considerable pressure on the
Computer Science curriculum. Computing Curricula 2001 represents a consensus that
topics in the core must be reduced to accommodate new topics as they emerge. Unfortunately,
digital logic has been reduced to 1/3 its original coverage. We argue that more core
coverage should be given to digital logic, and that it should be included in Computer
Architecture, not Discrete Systems. Digital logic is fundamental theory necessary
for all Computer Science graduates; it provides an indispensable link between theory
and practice; and it demonstrates recurring concepts, most notably "levels of abstraction."
We propose a Computer Architecture course model that includes a hands-on lab to support
the core hours of digital logic we consider appropriate.},
keywords = {digital logic, computer architecture, hardware},
note={cited By 1},
source={Scopus},
}


@CONFERENCE{Kölling20123,
author={Kölling, M.},
title={The future of educational programming tools - What will come (or at least should come)},
journal={Conferences in Research and Practice in Information Technology Series},
year={2012},
volume={123},
pages={3-3},
note={cited By 0; Conference of 14th Australasian Computing Education Conference, ACE 2012 ; Conference Date: 31 January 2012 Through 3 February 2012;  Conference Code:149737},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072047147&partnerID=40&md5=29e5a32b67192160659e48d62e0a63c5},
affiliation={School of Computing, University of Kent, United Kingdom},
abstract={This talk contains no facts. It is made up entirely of my speculations and opinions about what will (or should) happen in the near future of our discipline: Computer Science Education. Since my own personal background is in the area of educational software tools, much of it will be commentary on and speculation about the future of software tools. However, I will not let my potential ignorance of other topics stop me from making comments on the wider discipline. Since I am not any more psychic than the average person in the audience, I might be completely wrong with any predictions, and this talk might come down to no more than a collection of unprovable opinions. However, even if people disagree with most of what I say, I hope that many get at least some enjoyment out of their disagreement. © 2012, Australian Computer Society, Inc.},
keywords={Computer aided software engineering;  Computer software;  Software design, Computer Science Education;  Educational programming;  Educational software, Education computing},
correspondence_address1={Kölling, M.; School of Computing, United Kingdom; email: mik@kent.ac.uk},
editor={de Raadt M., Carbone A.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); Association for Computing Machinery (ACM); Australian Computer Society (ACS); Australian Learning and Teaching Council; CORE - Computing Research and Education Computing; RMIT University},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770043},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@CONFERENCE{Haden200681,
author={Haden, P.},
title={The incredible rainbow spitting chicken: Teaching traditional programming skills through games programming},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={81-89},
note={cited By 10; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952128511&partnerID=40&md5=445b7bfce79bfda6c6f228cd8cca736a},
affiliation={School of Information Technology and Electrotechnology, Otago Polytechnic Dunedin, New Zealand},
abstract={Introductory programming courses must provide sound instruction in basic programming skills while still maintaining a high level of student engagement. At Otago Polytechnic we have recently introduced a second year programming course that teaches traditional core topics in the context of "games programming". While building a variety of computer game applications, students study algorithm design, complex data structures, recursion and class architecture. Early experiences with the course have shown it to be both effective and enjoyable. In this paper we present the rationale and structure of the course, and describe some of the course materials. © 2006, Australian Computer Society, Inc.},
keywords={Algorithm design;  Complex data structures;  Computer game;  Course material;  Introductory programming course;  Programming course;  Programming skills;  Recursions;  Student engagement, Students, Teaching},
references={(2005) ACM Curricula Recommendations Website, , www.acm.org/education/curricula.html, Accessed 21-Oct-05; Becker, K., Teaching with games: the minesweeper and Asteroids experience (2001) Journal of Computing in Small Colleges, 17 (2), pp. 22-32; (2005), www.borland.com, Accessed 21-Oct-05., Borland; Coleman, R., Krembs, M., Labouseur, L., Weir, J., Game Design & Programming Concentration Within the Computer Science Curriculum (2005) Proceedings of the 36th SIGCSE technical symposium on Computer science education, pp. 545-550. , St. Louis, Missouri, USA; Curtis, S.A., Word Puzzles in Haskell: Interactive Games for Functional Programming Exercises (2005) Proceedings of the 2005 workshop on Functional and declarative programming in education, pp. 15-18. , Tallinn, Estonia; Decker, R., Hirshfield, S., Top-Down Teaching: Object-Oriented Programming in CS1 (1993) Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education, pp. 270-273. , Indianapolis, Indiana, USA; De Laet, M., Slattery, M.C., Kuffner, K., Sweedyk, E., Computer Games and CS Education: Why and How (2005) Proceedings of the 36th SIGCSE technical symposium on Computer science education, pp. 256-257. , St. Louis, Missouri, USA; Duke, R., Salzman, E., Burmeister, J., Poon, J., Murray, L., Teaching Programming To Beginners - Choosing The Language Is Just The First Step (2000) Proceedings of the Australasian Conference on Computing Education, pp. 79-86. , Melbourne Australia; Fincher, S., Baker, B., Box, I., Cutts, I., de Raadt, M., Haden, P., Hamer, J., Tutty, J., (2005) Programmed to succeed?: A multi-national, multi-institutional study of introductory programming courses, , Technical Report 1-05, Computing Laboratory, University of Kent, Canterbury, Kent, UK; Garner, S., Haden, P., Robins, A., My Program is Correct But it Doesn't Run: A Preliminary Investigation of Novice Programmers' Problems (2005) Proc. Seventh Australasian Computing Education Conference, pp. 173-180. , Newcastle, Australia; Giguette, R., Pre-Games: Games Designed to Introduce CS1 and CS2 Programming Assignments (2003) Proceedings of the 34th SIGCSE technical symposium on Computer science education, pp. 288-292. , Reno, Nevada, USA; Guzdial, M., Soloway, E., Teaching the Nintendo Generation to Program (2000) Communications of the ACM, 45 (4), pp. 17-21; Haden, P., Mann, S., The Trouble With Teaching Programming (2003) Proceedings of the NACCQ, pp. 63-70. , Palmerston North, New Zealand; Haden, P., Gasson, J., Easy and Effective Streaming for Introductory Programming Courses (2004) Proceedings of the NACCQ, pp. 281-284. , Christchurch, New Zealand; Huang, T., Strategy game programming projects (2001) The Journal of Computing in Small Colleges, 16 (4), pp. 205-213; Jones, R.M., Design and Implementation of Computer Games: A Capstone Course for Undergraduate Computer Science Education (2000) ACM SIGCSE Bulletin, 32 (1), pp. 260-264; Kearsley, G., Sheniderman, B., Engagement Theory: A Framework For Technology-Based Teaching And Learning (1999), http://home.sprvnet.com/~gkearslev/engage.htm; Loblo, A.F., Baliga, G.R., Bergmann, S., Stone, D., Shar, A., Using Real-world Objects to Motivate OOP in a CS1 lab (2000) Journal of Computing in Small Colleges, 15 (5), pp. 144-156; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y., Laxer, C., Wilusz, T., A multinational, multi-institutional study of assessment of programming skills of first-year CS students (2001) A CM SIGCSE Bulletin, 33 (4), pp. 125-140; Morrison, M., Sams Teach Yourself Game Programming in 24 Hours (2003) Pearson Education, , Sams Publishing, Indiana, USA; Parberry, I., Learn Computer Game Programming with DirectX 7.0. (2000), Wordware Publishing; Parberry, I., Introduction to Computer Game Programming with DirectX8.0. (2001), Wordware Publishing; Parberry, I., Roden, T., Kazemzadeh, M., Experience with an Industry-Driven Capstone Course on Game Programming (2005) Proceedings of the 36th SIGCSE technical symposium on Computer science education, pp. 91-95. , St. Louis, Missouri, USA; Phelps, A., Bierre, K., Parks, D.M., MUPPETS: Multi-User Programming Pedagogy for Enhancing Traditional Study (2003) Proceeding of the 4th conference on Information technology curriculum, pp. 100-105. , Lafayette, Indiana; Pleva, G., Game programming and the myth of child's play (2004) Journal of Computing Sciences in Colleges, 20 (2), pp. 125-136; Leska, C., Rabung, J., Refactoring the CS1 course (2005) Journal of Computing Sciences in Colleges, 20 (3), pp. 6-18; Roman, E., (1999), http://www.gamedev.net/reference/articles/article694.asp, Gravity FAQ; Ross, J.M., Guiding Students through Programming Puzzles: Value and Examples of Java Game Assignments (2002) ACM SIGCSE Bulletin, 34 (4), pp. 94-98; Valentine, D., Playing around in the CS curriculum: Reversi as a teaching tool (2005) Journal of Computing Sciences in Colleges, 20 (5), pp. 214-222},
correspondence_address1={Haden, P.; School of Information Technology and Electrotechnology, New Zealand; email: phaden@tekotago.ac.nz},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Tolhurst2004311,
author={Tolhurst, D.},
title={The influence of web-supported independent activities and small group work on students' epistemological beliefs},
journal={Proceedings of the sixth conference on Australian computing education},
year={2004},
abstract = {Epistemological beliefs are those concerning the nature of knowledge and learning:
beliefs about how individuals come to know, and how knowledge is constructed. There
is growing evidence in the literature that indicates epistemological beliefs influence
students learning, but little research as to how learning environments impact on students'
epistemological beliefs, and hence students' approaches to study. This paper reports
on a research project that investigated the effects of a major course revision on
students' epistemological beliefs. The course that underwent revision was a large
undergraduate information systems course. The learning environment created aimed to
engage students in independent web-based learning, and utilised small-group workshop
activities based on students' previous independent study. The independent work required
students to undertake web-supported independent activities (WSIA) before attending
lecturer facilitated small group workshops. Formal lectures were minimised to just
five 1-hour lectures in the session. Research into students' epistemological beliefs
was undertaken at the time of the introduction of the new course structure, and encouragingly,
some aspects of students' beliefs were changed in just one teaching session (even
if not in the way anticipated). This paper briefly describes the new web-supported
course structure and then reports on quantitative results of the accompanying epistemological
beliefs research. Implications of this research for structuring learning environments
in universities are discussed.},
keywords = {learning environments, epistemological beliefs, information systems},
pages={311-316},
note={cited By 4},
source={Scopus},
}


@ARTICLE{Kummerfeld2003105,
author={Kummerfeld, S.K. and Kay, J.},
abstract = {Syntax error correction is an essential part of the debugging process. Yet there has
been little research investigating how programmers approach syntax error correction
and how to help beginner programmers learn to fix errors efficiently. This paper describes
development and evaluation of a tool to support students learning how to correct syntax
errors.We collected both quantitative and qualitative data for a small but varied
group of students as they corrected syntax errors. This showed that even the more
experienced students took significant time to correct some syntax errors. It also
indicated that general and language specific programming experience provides both
strategic skill in correcting errors and greater depth of understanding of the error
messages themselves. At the same time, we observed that beginners can be almost as
efficient as more expert users when they have access to our tool for explanations
of the less intuitive compile error messages.},
keywords = {Software testing and debugging, Syntax},
title={The neglected battle fields of syntax errors},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
volume={20},
pages={105-111},
note={cited By 35},
source={Scopus},
}

@CONFERENCE{Denny200869,
author={Denny, P. and Luxton-Reilly, A. and Hamer, J.},
title={The PeerWise system of student contributed assessment questions},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={69-74},
note={cited By 64; Conference of 10th Australasian Computing Education Conference, ACE 2008 ;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869128510&partnerID=40&md5=de3926537674d177fa984645f4f4fa94},
affiliation={Department of Computer Science, University of Auckland, New Zealand},
abstract={Large test banks of multiple choice questions (MCQs) are popular resources for students wishing to quickly learn course material. However, they are time consuming to create and offer a somewhat limited learning experience. PeerWise offers an innovative approach that enhances standard teaching and learning practice by requiring students to participate in the construction and evaluation of MCQs. The system encourages the development of higher order cognitive skills and enhances student learning with virtually no additional cost to teaching staff. We have now used PeerWise in several large undergraduate programming courses, and report here on the design of the system and its user interface, identify several related systems, discuss our motivation and underlying teaching philosophy, and present some usage and performance results. © 2008, Australian Computer Society, Inc.},
keywords={Additional costs;  Course material;  Higher order cognitive skills;  Innovative approaches;  Learning experiences;  Multiple choice questions;  Programming course;  Related systems;  Student learning;  Teaching and learning;  Teaching philosophy;  Teaching staff, Curricula;  User interfaces, Students},
references={Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., Wittrock, M., (2001) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, , eds, Addison Wesley Longman; Arthur, N., Using student-generated assessment items to enhance teamwork, feedback and the learning process (2006) Synergy, 24, pp. 21-23. , www.itl.usyd.edu.au/synergy; Baraka, M., Rafaelib, S., On-line questionposing and peer-assessment as means for web-based knowledge sharing in learning (2004) International Journal of Human-Computer Studies, 61, pp. 84-103; Chang, S.-B., Huang, H.-M., Tung, K.-J., Chan, T.-W., Agq: a model of student question generation supported by one-on-one educational computing (2005) CSCL'05: Proceedings of the 2005 Conference on Computer Support for Collaborative Learning, pp. 28-32. , International Society of the Learning Sciences; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Ramsden, P., (2003) Learning to teach in higher education, , 2nd edn, RoutledgeFalmer, London; New York; Yu, F.-Y., Liu, Y.-H., Chan, T.-W., A webbased learning system for question posing and peer assessment (2005) Innovations in Education and Teaching International, 42 (4), pp. 337-348},
correspondence_address1={Denny, P.; Department of Computer Science, New Zealand},
sponsors={University of Wollongong, Australia; Australian Computer Society; CORE - Computing Research and Education; ACM Special Interest Group on Computer Science Education; School of Design, Communication and Information Technology},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Purchase2010137,
author={Purchase, H. and Hamer, J. and Denny, P. and Luxton-Reilly, A.},
title={The quality of a peerwise MCQ repository},
journal={Conferences in Research and Practice in Information Technology Series},
year={2010},
volume={103},
pages={137-146},
note={cited By 16; Conference of 12th Australasian Computing Education Conference, ACE 2010 ;  Conference Code:93143},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872807079&partnerID=40&md5=c18db7adc36fce2772653f821f69497d},
affiliation={Department of Computing Science, University of Glasgow, Glasgow, Scotland, United Kingdom; Department of Computer Science, The University of Auckland, Private Bag 92019, Auckland, New Zealand},
abstract={PeerWise allows students to create a repository of multiple choice questions which can be attempted by their peers, and discussed between them online. Peer-Wise has been shown to foster deep learning and to improve students' performance. In this paper, we consider the nature of the repository created by a large, first year programming class, looking in particular at the quality attributes of Coverage, Question Quality, Difficulty and Indexing. The effect of student ability (as measured by a class test given before use of Peer-Wise) on the contributions to the repository is also investigated. We find that the overall quality of the repository is good, with only a few minor deficiencies, and conclude that these small defects are a small price to pay when compared with the substantial learning benefits that result from PeerWise use. © 2010, Australian Computer Society, Inc.},
keywords={MCQ;  Peerwise},
keywords={Deep learning;  First year programming;  MCQ;  Multiple choice questions;  Overall quality;  Peerwise;  Quality attributes, Students},
references={Anderson, L.W., (2001) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, , ed., AddisonWesley Longman; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) Journal on Educational Resources in Computing, 5 (3), p. 6. , http://doi.acm.org/10.1145/1163405.1163411; Denny, P., Hamer, J., Luxton-Reilly, A., Purchase, H., PeerWise: Students sharing their multiple choice questions (2008) Fourth International Computing Education Research Workshop (ICER 2008), pp. 51-58. , Sydney, Australia; Denny, P., Luxton-Reilly, A., Hamer, J., Purchase, H., Coverage of course topics in a student generated MCQ repository (2009) 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 11-15. , http://doi.acm.org/10.1145/1562877.1562888, ACM, New York, NY, Paris, France; Denny, P., Luxton-Reilly, A., Simon, B., Quality of student contributed questions using PeerWise (2009) 11th Australasian Computing Education Conference, 95, pp. 45-53. , of CRPIT M. Hamilton & T. Clear, eds, Wellington, New Zealand; Draper, S.W., Catalytic assessment: understanding how MCQs and EVS can foster deep learning (2009) British Journal of Educational Technology, 40 (2), pp. 285-293; Epstein, M.L., Lazarus, A.D., Calvano, T.B., Matthews, K.A., Hendel, R.A., Epstein, B.B., Brosvic, G.M., Immediate feedback assessment technique promotes learning and corrects inaccurate first responses (2002) The Psychological Record, 52 (2), pp. 187-201; Hamer, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., Purchase, H., Riedesel, C., Sheard, J., Contributing student pedagogy (2008) SIGCSE Bulletin, 40 (4), pp. 194-212; Kuechler, W.L., Simkin, M.G., How well do multiple choice tests evaluate student understanding in computer programming classes? (2003) Journal of Information Systems Education, 14 (4), p. 389; Kumar, A.N., Generation of problems, answers, grade, and feedback-case study of a fully automated tutor (2005) Journal on Educational Resources in Computing, 5 (3), p. 3. , http://doi.acm.org/10.1145/1163405.1163408; Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 118-122. , http://doi.acm.org/10.1145/1140124.1140157, ACM, New York, NY, Bologna, Italy; Or-Bach, R., Educational benefits of metadata creation by students (2005) SIGCSE Bull, 37 (4), pp. 93-97; Paxton, M., A linguistic perspective on multiple choice questioning (2000) Assessment and Evaluation in Higher Education, 25 (2), p. 109; Roberts, T.S., The use of multiple choice tests for formative and summative assessment (2006) International Conference Proceeding Series, 165, pp. 175-180. , D. Tolhurst & S. Mann, eds, '8th Austalian Conference on Computing Education', of ACM Australian Computer Society, Hobart, Australia; Traynor, D., Gibson, J.P., Synthesis and analysis of automatic assessment methods in CS1: generating intelligent MCQs (2005) 36th SIGCSE Technical Symposium on Computer Science Education, pp. 495-499. , http://doi.acm.org/10.1145/1047344.1047502, ACM, St. Louis, Missouri, USA; Wesolowsky, G.O., Detecting excessive similarity in answers on multiple choice exams (2000) Journal of Applied Statistics, 27 (7), p. 909; Woodford, K., Bancroft, P., Using multiple choice questions effectively in information technology education (2004) Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, pp. 948-955. , http://www.ascilite.org.au/conferences/perth04/procs/woodford.html, R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips, eds, Perth; Yew, J., Gibson, F.P., Teasley, S.D., Learning by tagging: The role of social tagging in group knowledge formation (2006) MERLOT Journal of Online Learning and Teaching, 2 (4)},
correspondence_address1={Purchase, H.; Department of Computing Science, , Glasgow, Scotland, United Kingdom; email: hcp@dcs.gla.ac.uk},
sponsors={CORE - Computing Research and Education; Queensland University of Technology; Australian Computer Society; Co-operative Education for Enterprise Development; CSIRO ICT Centre},
address={Brisbane, QLD},
issn={14451336},
isbn={9781920682842},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Clear200863,
author={Clear, T. and Edwards, J. and Lister, R. and Simon, B. and Thompson, E. and Whalley, J.},
title={The teaching of novice computer programmers: Bringing the scholarly-research approach to Australia},
journal={Conferences in Research and Practice in Information Technology Series},
year={2008},
volume={78},
pages={63-68},
note={cited By 15; Conference of 10th Australasian Computing Education Conference, ACE 2008 ; Conference Date: 1 January 2008 Through 1 January 2008;  Conference Code:93118},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869120375&partnerID=40&md5=970ce29a78851e7d6ff00e096f78979f},
affiliation={Faculty of Information Technology, University of Technology, Sydney, Australia; School of Computing and Mathematical Sciences, Auckland University of Technology, New Zealand; Computer Science and Engineering Department, University of California, San Diego, La Jolla, CA 92093, United States; 2 Haven Grove, Lower Hutt, New Zealand},
abstract={BRACElet is a multi-institutional multi-national research study of how novice programmers comprehend and write computer programs. This paper reviews the first action research cycle of the BRACElet project and, in the process, charts a path for the upcoming second cycle. The project remains close to educational practice, with much of the data being either data collected directly from exams sat by novices, or data from think-out-loud protocols where the task undertaken by a novice or an expert is modelled on an exam question. The first action research cycle analysed data in terms of the SOLO taxonomy. From think-aloud responses, the authors found that educators tended to manifest a SOLO relational response on small reading problems, whereas students tended to manifest a multistructural response. Furthermore, those students who manifested a relational response tended to do better overall in the exam than students who manifested a multistructural response. The second action research cycle will explore the relationship between the ability to read code and the ability to write code. Apart from reporting on the BRACElet project itself, this paper serves as an invitation for institutions and individuals to join the second action research cycle of the BRACElet project.},
keywords={Action research;  Novice programmers;  Scholarship of teaching and learning},
keywords={Codes (symbols), Action research;  Computer programmers;  Exam questions;  Multi-nationals;  Novice programmer;  Research studies;  Scholarly research;  Scholarship of teaching and learning, Students},
references={Adelson, B., When novices surpass experts: The difficulty of a task may increase with expertise (1984) Journal of Experimental Psychology: Learning, Memory, and Cognition, 10 (3), pp. 483-495; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001), (Eds) A taxonomy for learning and teaching and assessing: A revision of Bloom's taxonomy of educational objectives, Addison Wesley Longman; Ashby, E., (1963) Introduction: Decision making in the academic world, pp. 5-13. , In Halmos, P (ed), Sociological Studies in British University Education, University of Keele; Ashby, E., (1985), p. 4. , Preface to I. Brewer, Learning more and Teaching less, Guildford: Society for Research into Higher Education & NFER-Nelson; Boyer, E., (1990) Scholarship Reconsidered: Priorities of the Professoriate, , Princeton, New Jersey: Princeton University Press: The Carnegie Foundation for the Advancement of Teaching; Bruner, J., (1996) The Culture of Education, , Harvard University Press; Camp, T., The incredible shrinking pipeline (2002) SIGCSE Bulletin, 34 (2), pp. 129-134. , (Jun. 2002); Carr, W., Kemmis, S., (1986) Becoming critical: education knowledge and action research, , Lewes: Falmer Press; Chase, W.C., Simon, H.A., Perception in chess (1973) Cognitive Psychology, 4, pp. 55-81; Chi, M.T.H., Glaser, R., Farr, M.J., (1988), (Eds.) The nature of expertise. Hillsdale, NJ, Lawrence Erlbaum Associates; Corritore, C., Wiedenbeck, S., What Do Novices Learn During Program Comprehension? (1991) Int. J. of Human Computer Interaction, 3 (2), pp. 199-222; Edwards, J., Kay, J., A Sorry Tale - the Participation of Women in Australian Computing Education (2001) Journal of Research and Practice in Information Technology, 33 (4), pp. 329-335; Ericsson, K., Smith, J., (1991), (Eds) Toward a General Theory of Expertise: Prospects and Limits. Cambridge University Press,England; Fincher, S., Tenenberg, J., Warren's Question (2007) Proceedings of the Third International Computing Education Research Workshop, , http://www.cc.gatech.edu/conferences/icer2007/papers/1.pdf, Atlanta, GA, USA. September 15-16, 2007; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi National Study of Reading and Tracing Skills in Novice Programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150. , http://portal.acm.org/citation.cfm?id=1041624.1041673&coll=&dl=&CFID=15151515&CFTOKEN=6184618, (December); Lister, R., Simon, B., Thompson, E., Whalley, J.L., Prasad, C., Not seeing the forest for the trees: novice programmers and the SOLO taxonomy (2006) Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 118-122. , (Bologna, Italy, June 26 - 28, 2006). ITiCSE '06. ACM Press, New York, NY; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of Firstyear CS Students (2001) SIGCSE Bulletin, 33 (4), pp. 125-140; McGettrick, A., Boyle, R., Ibbett, R., Lloyd, J., Lovegrove, L., Mander, K., Grand Challenges in Computing: Education - A Summary. The Computer Journal (2005) The British Computer Society, 48 (1), pp. 42-48; McKay, J., Marshall, P., The dual imperatives of action research (2001) Information Technology and People, 14 (1), pp. 46-59; Perkins, D.N., Martin, F., (1986) Fragile Knowledge and Neglected Strategies in Novice Programmers, pp. 213-229. , In E. Soloway and S. Iyengar (Eds), Empirical Studies of Programmers, Ablex, Inc., Norwood, NJ; Philpott, A., Robbins, P., Whalley, J., Assessing the Steps on the Road to Relational Thinking (2007) The proceedings of the 20th Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 133-140. , NACCQ, Port Nelson, New Zealand, July 8-11. Mann, S. and Bridgeman, N.(Eds). ISSN, 1176-8053; Soloway, E., Ehrlich, K., Bonar, J., Greenspan, J., (1983) What do novices know about programming?, pp. 27-53. , In Shneiderman, B. and Badre, A. (Eds), Directions in Human-Computer Interactions. Ablex, Inc; Norwood, N.J., Soloway, E., Iyengar, S., (1986), Eds Empirical Studies of Programmers. Ablex, NJ, USA; Soloway, E., Spohrer, J., (1989), (Eds) Studying the Novice Programmer. Lawrence Erlbaum Associates, Hillsdale, NJ; Thompson, E., Whalley, J., Lister, R., Simon, B., Code Classification as a Learning and Assessment Exercise for Novice Programmers (2006) Proceedings of the 19th Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 291-298. , http://bitweb.tekotago.ac.nz/staticdata/allpapers/2006/papers/291.pdf, NACCQ, Wellington, New Zealand, July 7-10; Thompson, E., Luxton-Reilly, A., Whalley, J., Hu, M., Robbins, P., Bloom's taxonomy for CS assessment (2008) Proceedings of the Tenth Australasian Computing Education Conference (ACE2008), , Wollongong, Australia, January 2008; Whalley, J., Lister, R., Thompson, E., Clear, T., Robbins, P., Prasad, C., An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies (2006) Australian Computer Science Communications, 52, pp. 243-252. , http://crpit.com/confpapers/CRPITV52Whalley.pdf; Whalley, J., CSEd Research Instrument Design: the Localisation Problem (2006) Proceedings of the 19th Annual Conference of the National Advisory Committee on Computing Qualifications, pp. 307-312. , http://bitweb.tekotago.ac.nz/staticdata/allpapers/2006/papers/307.pdf, NACCQ, Wellington, New Zealand, July 7-10; Whalley, J., Clear, T., Lister, R., The Many Ways of the BRACElet Project (2007) Bulletin of Applied Computing and Information Technology (BACIT), 5 (1). , http://www.naccq.co.nz/bacit/0501/2007Whalley_BRACELET_Ways.htm, ISSN 1176-4120; Wiedenbeck, S., Fix, V., Scholtz, J., Characteristics of the mental representations of novice and expert programmers: An empirical study (1993) International Journal of Man-Machine Studies, 39, pp. 793-812},
correspondence_address1={Clear, T.; School of Computing and Mathematical Sciences, New Zealand; email: tony.clear@aut.ac.nz},
sponsors={ACM Special Interest Group on Computer Science Education; Australian Computer Society; CORE - Computing Research and Education; et al.; School of Design, Communication and Information Technology; University of Wollongong, Australia},
publisher={Australian Computer Society},
address={Wollongong, NSW},
issn={14451336},
isbn={9781920682590},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Roberts2006175,
author={Roberts, T.S.},
title={The use of multiple choice tests for formative and summative assessment},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={175-180},
note={cited By 28; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869040782&partnerID=40&md5=8fbd15bb4299772e39963ac9c6729a47},
affiliation={Faculty of Informatics and Communication, Central Queensland University, Bundaberg, QLD 4670, Australia},
abstract={This paper describes the use of multiple-choice tests as an essential part of the assessment for a third-year undergraduate course in computer science. Multiplechoice tests are yesterday's news - they have been used for student assessment for many years - but their implementation as presented here differs from the norm in several important respects, in particular their use for formative (as opposed to purely summative) reasons. This paper describes the intent of the tests, their format, and the regulations concerning them, discusses the advantages and disadvantages, and concludes that there are significant gains to be made for both educators and students from their appropriate deployment. © 2006, Australian Computer Society, Inc.},
keywords={Formative assessment;  MCQ;  Multiple-choice tests;  Online assessment;  Summative assessment},
keywords={Formative assessment;  MCQ;  Multiple-choice tests;  On-line assessment;  Summative assessment, Students, Testing},
references={Ayers, S.F., Developing quality multiple-choice tests for physical education (2001) Journal of Physical Education, 72 (6), p. 23. , Recreation & Dance. Reston: Aug 2001; Ballantyne, C., (2002) The Teaching and Learning Centre of Murdoch University, , Multiple Choice Tests; Epstein, M.L., Lazarus, A.D., Calvano, T.B., Matthews, K.A., (2002) Immediate feedback assessment technique promotes learning and corrects inaccurate first responses; Higgins, E., Tatham, L., (2003) Assessing by multiple choice question (MCQ) tests at Manchester Metropolitan University; (2001), Illinois State University. Centre for the Advancement of Teaching; Kuechler, W.L., Simkin, M.G., How Well Do Multiple Choice Tests Evaluate Student Understanding in Computer Programming Classes? (2003) Journal of Information Systems Education, 14 (4), p. 389. , West Lafayette: Winter 2003; National Center for Fair & Open Testing (n.d.). FairTest; Paxton, M., (2000) A linguistic perspective on multiple choice questioning Assessment and Evaluation in Higher Education, 25 (2), p. 109. , Bath: Jun 2000; Scriven, M., The Methodology of Evaluation (1973) Educational Evaluation: Theory and Practice, pp. 60-104. , In B.R.Worthen and J.R.Sanders (Eds.), Belmont, CA: Wadsworth Publishing Company; (2000) Teaching Resources and Continuing Education, , Designing Multiple-Choice Questions; Wesolowsky, G.O., Detecting excessive similarity in answers on multiple choice exams (2000) Journal of Applied Statistics, 27 (7), p. 909. , Sheffield: Sep 2000; Woodford, K., Bancroft, P., Using multiple choice questions effectively in Information Technology education (2004) Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, pp. 948-955. , http://www.ascilite.org.au/conferences/perth04/procs/woodford.html, In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Perth, 5-8December},
correspondence_address1={Roberts, T.S.; Faculty of Informatics and Communication, , Bundaberg, QLD 4670, Australia; email: t.roberts@cqu.edu.au},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@ARTICLE{Bell2003239,
author={Bell, J.P. and Schauder, D.},
title={The WEBWORKFORCE: A learning repository to support educators, trainers and information technology courses},
journal={Proceedings of the Fifth Australasian Conference on Computing Education},
year={2003},
volume={20},
abstract = {This paper provides a first account of the Building the Internet Workforce project.
A number of further papers are planned. An outline of the project's progress and outcomes
is provided and the WEBWORKFORCE Learning Repository, a major deliverable of the project,
is described. Theoretical perspectives about learning objects and their reuse, storage
and retrieval are discussed and an outline of requirements gathering is given. The
learning repository system supports the development of emergent cataloguing structures
that closely resemble specialist library models. These structures provide contextual
support for the Learning objects to be archived and retrieved thus enhancing their
access and reusability. Examples of information structures presented via the user
interface are provided. The structures feature rich contextualisation based on curriculum
and body-of-knowledge frameworks.},
keywords = {information technology curriculum, learning repositories, digital repositories, subject gateways, elearning tools, digital libraries},
pages={239-245},
note={cited By 4},
source={Scopus},
}


@ARTICLE{Oliver2004227,
author={Oliver, D. and Dobele, T. and Greber, M. and Roberts, T.},
title={This course has a bloom rating of 3.9},
journal={Sixth Australasian Computing Education Conference},
year={2004},
volume={30},
pages={227-231},
note={cited By 56},
source={Scopus},
abstract = {This paper analyses the cognitive difficulty of six courses that may be taken as credit
towards an IT degree offered by a regional Australian University. The assessment requirements
of these six courses are evaluated using Bloom's taxonomy and from this a difficulty
metric, called here a Bloom Rating, is computed for each course. The analysis reveals
that some quite lowly courses in terms of their ordering in the programme, such as
first-year programming, are comparatively high in their cognitive demands, whereas
some of the more advanced non-programming courses have relatively low levels of cognitive
difficulty. An explanation for these trends is offered.},
keywords = {data communications, networks, Blooms taxonomy, programming, CS1},
}

@CONFERENCE{Jeffery1998136,
author={Jeffery, C.},
title={Tight spiral projects for communicating software engineering concepts},
journal={Proceedings of the 3rd Australasian Conference on Computer Science Education, ACSE 1998},
year={1998},
pages={136-144},
doi={10.1145/289393.289414},
note={cited By 4; Conference of 3rd Australasian Conference on Computer Science Education, ACSE 1998 ; Conference Date: 8 July 1998 Through 10 July 1998;  Conference Code:129241},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042520148&doi=10.1145%2f289393.289414&partnerID=40&md5=33d9dc0ac6b543260871a8941b52d698},
affiliation={Division of Computer Science, University of Texas at San Antonio, San Antonio, TX  78249, United States},
abstract={Many traditional software engineering courses, in their attempt to convey current industry practice, get bogged down in large texts or can implement only toy projects using traditional software engineering languages such as C, C++, Ada, or Oberon. An alternative approach is to use several iterations of rapid prototyping in a very high level language to convey key software engineering concepts and issues in a short time frame. © 1998 ACM.},
keywords={C++ (programming language);  Computer programming languages;  Education computing;  Engineering education;  High level languages;  Software engineering, Industry practices;  Short time frames;  Software engineering course, Computer software},
references={Boehm, B.W., A spiral model of software development and enhancement (1988) Computer, UME 21 (5), pp. 61-72; Brooks, F.P., (1975) The Mythical Man-Month, , Addison Wesley; Gotterbarn, D., Riser, R., Real- world software engineering: A spiral approach to a project-oriented course (1994) 7th SEI CSEE Conference Proceedings, Springer- Verlag Lecture Notes in Computer Science, (750). , San Antonio, TX, January; Griswold, R.E., Griswold, M.T., The icon programming language (1996) Peer-To-Peer Communications, , third edition; Hutchens, D.H., Katz, E.E., Using iterative enhancement in undergraduate software engineering courses (1996) Proceedings of the Twenty-Seventh SIGCSE Technical Symposium, 28 (1), pp. 266-270. , SIGCSE Bulletin, March; Jeffery, C.L., (1996) Programming in Idol Version 9, , University of Texas at San Antonio Division of Computer Science Technical Report TR 96-1; Kurtz, B.L., Puckett, T.H., Implementing a single classwide project in software engineering using ada tasking for synchronization and communication (1990) Proceedings of the Twenty-First SIGCSE Technical Symposium, SIGCSE Bulletin, 22 (1), pp. 6-11. , February; Lamb, D.A., Reducing student workload in a software engineering project course (1988) SEI Conference 1988 Proceedings, pp. 145-153. , Springer-Verlag Lecture Notes in Computer Science no. 327, Fairfax, Virginia, April; Mynatt, B.T., Leventhal, L.M., An evaluation of a CASE-based approach to teaching undergraduate software engineering (1990) Proceedings of the Twenty-First SIGCSE Technical Symposium, SIGCSE Bulletin, 22 (1), pp. 48-52. , February; Sarkar, M., Brown, M.H., Graphical fisheye views (1994) Communications of the ACM, 37, pp. 73-84},
correspondence_address1={Jeffery, C.; Division of Computer Science, United States; email: jeffery@cs.utsa.edu},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE); University of Queensland},
publisher={Association for Computing Machinery, Inc},
isbn={158113018X; 9781581130188},
language={English},
abbrev_source_title={Proc, Australas. Conf. Comput. Sci. Educ., ACSE},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Hogan2005217,
author={Hogan, J.M. and Smith, G. and Thomas, R.},
title={Tight Spirals and Industry Clients: The Modern SE Education Experience},
journal={Conferences in Research and Practice in Information Technology Series},
year={2005},
volume={42},
pages={217-222},
note={cited By 11; Conference of 7th Australasian Computing Education Conference, ACE 2005 ;  Conference Code:93115},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873507014&partnerID=40&md5=f1885bd7c47e8a104e3ec3c459d286d7},
affiliation={School of Software Engineering and Data Communications, Queensland University Technology, GPO Box 2434, Brisbane, QLD 4001, Australia},
abstract={Modern software engineering education is driven by an expectation that industry best practice and state of the art software technologies should not wait until graduation, but should appear early in the undergraduate curriculum. Moreover, students in our programmes have a strong, and well-justified belief that industrial strength project work is well-regarded by potential employers, and have had little difficulty expressing their preference for more relevant courses. In response, we have significantly enhanced the industry linkages and professional focus of our SE programme through a series of initiatives over a four year period. These initiatives have included: the introduction of a more modern development process employing multiple iterations; a novel approach to the first software engineering unit in which the students must extend an existing (phase 1) software system; the involvement of a live industry partner in the advanced software engineering unit, with regular and candid feedback from the company staff; and the provision of detailed support materials for version control and automated unit testing as part of our process infrastructure. This paper details our experiences during this period, the rationale for our process and course structure, and discusses the feedback on our approaches from students and local employers. © 2005, Australian Computer Society, Inc.},
keywords={Iterative development processes;  Problem based learning;  Software engineering education},
keywords={Automated units;  Course structure;  Industrial strength;  Iterative development;  Modern development;  Multiple iterations;  Phase 1;  Problem based learning;  Project work;  Software systems;  Software technology;  State of the art;  Support materials;  Undergraduate curricula;  Version control, Curricula;  Engineering education;  Industry;  Software engineering, Students},
references={Bagert, D., Guidelines for software engineering education version 1.0 (1999) Technical Report CMU/SEI-99-TR-032.; Chang, C., (2001) Computing Curricula, , http://www.computer.org/education/cc2001/final/index.htm; Ford, G., 1991 SEI report on graduate software engineering education (1991) Technical Report CMU/SEI-91- TR-002; Ford, G., A progress report on undergraduate software engineering education (1994) Technical Report CMU/SEI-94-TR-11; Hogan, J., Smith, G., Thomas, R., The Real World Software Process (2002) Proceedings of the Sixth Asia- Pacific Software Engineering Conference; Naur, P., Randell, B., The 1968/69 NATO Software Engineering Reports (1969) NATO; Thomas, R., Semeczko, G., Morarji, H., Mohay, G., Core software engineering subjects: a case study ('86-'94) (1995) Proceedings of the Software Education Conference, 94, pp. 24-31},
correspondence_address1={Hogan, J.M.; School of Software Engineering and Data Communications, GPO Box 2434, Brisbane, QLD 4001, Australia; email: j.hogan@qut.edu.au},
address={Newcastle, NSW},
issn={14451336},
isbn={1920682244; 9781920682248},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Winters2006253,
author={Winters, T. and Kegel, M. and Turner, D. and Ausanka-Crues, R. and Shimshock, E. and Erlinger, M.},
title={Tinkernet: A low-cost and ready-to-deploy networking laboratory platform},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={253-260},
note={cited By 1; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869024293&partnerID=40&md5=7222b36aec81c432e7c07111dc4e8808},
affiliation={Computer Science and Engineering Department, University of California Riverside, Engineering Building Unit 2, Riverside, CA 92521, United States; Computer Science Department, Harvey Mudd College, 301 Platt Blvd, Claremont, CA 91711, United States},
abstract={TinkerNet 1 was developed as a low-cost platform for teaching bottom-up, hands-on networking at the undergraduate level. Using "throw away" PCs, cheap components, and free software, TinkerNet enables students to build their own networking stack from Ethernet up to TCP or UDP, and to have their packets actually transmitted on the wire. Since nothing is emulated, standard networking tools such as packet sniffers may be used to test student generated trafic from a host located on the TinkerNet network. Over the past summer TinkerNet has matured and advanced thanks to an NSF deployment grant. This paper discusses TinkerNet design, development, and availability. © 2006, Australian Computer Society, Inc.},
keywords={Education;  Networking labs;  Networks},
keywords={Free software;  Networking labs;  Networking tools, Education;  Networks (circuits), Students},
references={Aburdene, M., An undergraduate networked system laboratory (2002) Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, Session 2258, , ASEE; Chapman, R., Carlisle, W.H., A linux-based lab for operating systems and network courses (1997) Linux Journal; Christopher, W.A., Procter, S.J., Anderson, T.E., The nachos instructional operating system (1993) USENIX Winter, pp. 481-488. , http://citeseer.csail.mit.edu/christopher93nachos.html, URL; Comer, D.E., (1984) Operating System Design, The XINU Approach, , Prentice Hall. ISBN 0-13-637539-1; Comer, D.E., (2002) Hands on Networking with Internet Technologies, , Prentice Hall. ISBN 0-13-048003-7; Donahoo, M.J., Calvert, K.L., (2001) TCP/IP Sockets in C, , Academic Press. ISBN 1-55860-826-5; Erlinger, M., Molle, M., Winters, T., Shea, R., Lundberg, C., Tinkernet: A low-cost networking laboratory (2004) Computing Education 2004, Sixth Australasian Computing Education Conference, , ACM Press; The oskit project (2002), Flux Group; Ford, B., The Flux OSKit: A Substrate for Kernel and Language Research (1997); Garfinkel, S., (2002) PGP: Pretty Good Privacy, , O'Reilly; Hill, J.M.D., Using an isolated network laboratory to teach advanced networks and security (2001) SIGCSE Bulletin, , ACM Press; Task Force, J.C., (1991) Computing Curricula 1991, , ACM Press; Force, J.T., (2001) Computing Curricula 2001 Computer Science, , ACM Press; Kurose, J., (2002) Workshop on computer networking: Curriculum designs and educational challenges; Levin, M., A prototype for a data communications laboratory or a data comm lab in a closet (1997) ACM SICSE Bulletin, 29, pp. 179-183. , ACM Press; Mayo, J., Kearns, P., A secure-networked laboratory for kernel programming (1998) ACM SICSE Bulletin, 30, pp. 175-177. , ACM Press; Musser, D.R., Saini, A., (1996) STL Tutorial and Reference Guide, , Addison-Wesley. ISBN 0-201-63398-1; Nelson, D., Ng, Y.M., Teaching computer networking using open source software (2000) ACM SICSE Bulletin, 32. , ACM Press; Peterson, L.L., Davie, B.S., (2003) Computer Networks, , A Systems Approach, Morgan Kaufmann. ISBN 1-55860-832-X; Rickman, J., Enhancing the computer networking curriculum (2001) ACM SICSE Bulletin, 33. , ACM Press},
correspondence_address1={Winters, T.; Computer Science and Engineering Department, , Riverside, CA 92521, United States; email: titus@cs.ucr.edu},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}

@ARTICLE{Erlinger2004,
author={Erlinger, M. and Molle, M. and Winters, T. and Shea, R. and Lundberg, C.},
title={Tinkernet: A low-cost networking laboratory},
journal={Computing Education 2004, Sixth Australasian Computing Education Conference},
year={2004},
abstract = {The 2002 SIGCOMM Workshop on Educational Challenges for Computer Networking [Kur02a]
exposed many issues related to teaching computer networking with the need for a laboratory
in parallel with lecture a recurring theme. We have created TinkerNet, a low cost
(mostly throw-away PCs), laboratory environment for networking experiments focused
on the Build-Your-Own-Stack (BYOS) activity. This paper describes the hardware and
software environment that is TinkerNet together with a set of student experiments.
We discuss our plans for formal assessment to determine how the addition of laboratory
experiments affects student learning. Finally the status and availability of TinkerNet
is noted.},
keywords = {Network architectures, Distributed architectures, Computer science education},
note={cited By 3},
source={Scopus},
}



@CONFERENCE{Lang2014149,
author={Lang, C. and Craig, A. and Casey, G.},
title={Unblocking the pipeline by providing a compelling computing experience in secondary schools: Are the teachers ready?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2014},
volume={148},
pages={149-158},
note={cited By 1},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984879037&partnerID=40&md5=afd988b492d7c789c3d1cacdabe914bb},
affiliation={La Trobe University, Melbourne, Australia; Deakin University, Geelong, VIC, Australia},
abstract={The decline of student interest and participation in computing degrees at university is affecting the stability of computing as a stand-alone discipline in universities. Research indicates that the decline begins in secondary schools. This paper describes an outreach program that was funded by an Australian Council of Deans of ICT grant. The researchers, acknowledging the time-poor nature of teachers' work and that some of them are not trained in the computing discipline, developed curricula and provided resources and student helpers to enable secondary school teachers to deliver a student centred unit of work. This unit focused on a four week program with students developing applications for android phones. The program was delivered in three schools by four teachers and produced mixed evaluation results. In one school the number of students taking ICT the following year increased significantly, this was not reported in the other two schools. Our findings show that even when teachers are provided with resources and artefacts, not all are prepared to deliver a fully student-led classroom experience. We ask "are the teachers ready?" to embrace transformational pedagogies using ICT in the classroom. In this case study we can say some are, but some are not. We also note that the technical issues within school networks hamper the ability of teachers to provide compelling computing experiences to students. Our recommendation for future implementations of the program is to provide teachers with more background on the benefits of a student-centred classroom approach before beginning this four-week unit of work. © 2014, Australian Computer Society, Inc.},
keywords={Broadening participation;  Computing education;  Diversity;  Outreach;  Transformational pedagogies},
keywords={Application programs;  Curricula;  Education;  Societies and institutions;  Teaching, Broadening participation;  Computing education;  Diversity;  Outreach;  Transformational pedagogies, Students},
references={(2012) 2012 Australian ICT Statistical Compendium. Australian Computing Society., pp. 25-26. , CIIER. Melbourne, Australia; Casey, G., From Telling the World to Showing the World in an Era of Social Media (2013) Proceedings of World Conference on Educational Multimedia, 10, pp. 1853-1862. , http://www.editlib.org/p/112222, Chesapeake, VA: AACE Retrieved October 2013 from; Durando, M., Wastiau, P., Joyce, A., Women in IT: The European situation and the role of public private partnerships in promoting greater participation of young women in technology. (2009) European Schoolnet, , http://www.eun.org/, Brussels, Belgium. Accessed 26 November 2012; Ericson, B., (2011) Attracting K-12 students to computing, Webinar delivered via NCWIT and ISTE, , http://www.ode.state.or.us/teachlearn/pte/cte_updates_webinar-ncwit.doc, Accessed 15 November 2011; Ericson, B., McKlin, T., Sustainable and Effective Computing Summer Camps. (2012) SIGCSE'12 Proceedings of the 43rd ACM Technical Symposium on Computer Science Education R. McCauley, L. Smith, D. Musicant, T. Camp and P. Tyman. Raleigh, North Carolina, ACM.; Fisher, J., Lang, C., Forgasz, H., Craig, A., (2012) Digital Divas: Designing approaches to enthuse girls' interest in ICT studies and ICT careers, pp. 1-30. , http://digitaldivasclub.org, Accessed 5th July 2013; Gammon, M., White, J., (2011) (Social) Media Literacy: Challenges and Opportunites for Higher Education., , In: WANKEL, C. (ed.) Educating Educators with Social Media. Bingley, UK: Emerald Group Pub; Gonzalez, N., Moll, L.C., Amanti, C., (2005) Funds of knowledge: theorizing practices in households, , communities, and classrooms, Mahwah, N.J., L. Erlbaum Associates; Guzdial, M., Ericson, B., (2012) Georgia Computes! An Alliance to Broaden Participation across the State of Georgia., 3, pp. 86-89. , Inroads. NY, USA, ACM; Lang, C., Happenstance and Compromise: a gendered analysis of students computing degree course selection (2010) Computer Science Education, 20 (4), pp. 317-345; Lang, C., Craig, A., Fisher, J., Forgasz, H., Creating Digital Divas-Scaffolding Perception Change Through Secondary School and University Alliances (2010) The 15th Annual Conference on Innovation and Technology in Computer Science Education, pp. 38-42. , ITiCSE 2010. Bilkent, Ankara Turkey. ACM; Lang, C., Sequential Attrition of Secondary School Student Interest in IT Courses and Careers. (2012) Information Technology and People, 25 (3), pp. 281-299; Nichols, A., Blogging across the curriculum: An action research project (2012) Journal of Educational Multimedia and Hypermedia, 21, pp. 165-174; NuthallL, G., (2007) The hidden lives of learners, , Wellington, N.Z, New Zealand Council for Educational Research; (2012) Number of Women Awarded Computer Science Degrees Has Declined Since 1984, , http://www.mentornet.com, Accessed August 2012; Radloff, A., (2005) Supporting student learning in the 21st Century university: What's the job and whose job is it?, , ATLAANZ 2005 Conference, Dunedin, New Zealand; Siraj, A.M.K., Olmstead, S., (2012) Weaving a tapestry: creating a satellite workshop to support HS CS teachers in attracting and engaging students, pp. 493-497. , Proc 43rd ACM SIGCSE Technical Symposium on Computer Science Education. Raleigh, NC, USA, ACM Press.:; Rhine, S., Bailey, M., (2011) Enhancing in-class participation in a Web 2.0 world., , In: WANKEL, C. (ed.) Educating educators with social media. Bingley, UK: Emerald Group Pub; Tate, N., Let's learn from the British ICT overhaul. (2012) The Australian, , Sydney News.com. January 31, 2012; Thurairasa, S., Lang, C., The Ripple Effect: An Outreach Project for High School Teachers Using a Cell Phone Programming Tool (2013) Society for Information Technology & Teacher Education International Conference., , R. M. M. Searson. New Orleans, Louisiana, United States, AACE; (2011), http://www.vcaa.vic.edu.au/vcaa/vce/statistics/2010/statssect2.html, Section 2: Satisfactory Completion of VCE units. Accessed April 8, 2011; (2013) Analysis of Applications, , http://www.vtac.edu.au/pdf/stats/2010-2011/SectionD_10_11.pdf, Offers, Enrolments and Deferments by School Type 2002-SectionD_10_11.pdf. Accessed 5th July 2013; Wolber, D., Abelson, H., Spertus, E., Looney, L., (2011) App Inventor: Create your own Android Apps., , Sebastopol, California, O'Reilly Media Inc},
editor={D'Souza D., Simoff S.J., Whalley J., Estivill-Castro V.},
publisher={Australian Computer Society},
issn={14451336},
isbn={9781921770319},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Zobel2004357,
author={Zobel, J.},
title={"Uni cheats racket": A case study in plagiarism investigation},
journal={Proceedings of the Sixth Australasian Computing Education Conference},
year={2004},
abstract = {Some students cheat by buying solutions to assignments and paying other people to
sit their exams. We investigated such a case in 2001, in which around thirty students
appear to have obtained material from a private tutor. Some details were reported
in the press during 2003 when a student and the tutor were sentenced in court. In
this paper the case is reviewed. It has lessons for plagiarism management and disciplinary
processes, and highlights gaps between academic perceptions of plagiarism, community
attitudes, and student behaviour.},
keywords = {invigilation, plagiarism, fraud, discipline},
pages={357-365},
note={cited By 41},
source={Scopus},
}




@ARTICLE{Nevison2004207,
author={Nevison, C. and Wells, B.},
title={Using a maze case study to teach object-oriented programming and design patterns},
journal={Proceedings of the 6<sup>th</sup> Conference on Australian Computing Education},
year={2004},
abstract = {In order to teach object-oriented design and programming in introductory computer
science it is imperative to teach objects from the very beginning of the course. The
use of interacting objects is motivated by examples with an inherent complexity. We
describe a case study based on a maze as an example that provides a complex framework
but at the same time admits to simple pieces that students can work with early in
an introductory course. This case study can be used throughout the first year not
only to introduce basic control structures, but also to introduce a number of design
ideas and algorithms.},
keywords = {design patterns, algorithms, object-oriented programming},
pages={207-215},
note={cited By 8},
source={Scopus},
}

@ARTICLE{Smith2004270,
author={Smith, G. and Escott, E.},
title={Using animations to support teaching of general computing concepts},
journal={Association of Computing Machinery, Proceedings of the Sixth Australian Computing Education Conference 2004, Dunedin, New Zealand},
year={2004},
pages={270-275},
abstract = {The use of animations to support the teaching of computing concepts has been supported
for many years. Surprisingly there is little supporting quantitative evidence for
the use of these animations. This may be due, in part, to a potential lack of focus
on underlying pedagogical issues when creating animations and support systems. This
paper considers these pedagogical issues and how they can be addressed using a general
purpose, commercially available, animations package. This approach has the benefits
of lower set-up costs, applicable to a wide range of topics, and potentially higher
quality presentations when compared to many custom built animation packages. However,
achieving wide usage of a third party animations package requires additional staff
support in creating animations, and students must be motivated to utilise these animations.
Above all, positive results must be achieved. This paper will present details of staff
support, approaches to improve student motivation, and how pedagogical issues are
addressed to achieve positive results. Multiple student cohorts have been surveyed
and results will be presented demonstrating that positive learning outcomes can be
achieved.},
keywords = {computing, animation, education, visualisation},
note={cited By 4},
source={Scopus},
}


@ARTICLE{Luca20063,
author={Luca, J.},
title={Using blended learning to enhance teaching and learning},
journal={Proceedings of the 8th Australian Conference on Computing Education},
year={2006},
pages={3-4},
abstract = {Blended learning, or learning that combines different modes of delivery, such as online
and traditional face-to-face learning, is increasingly becoming an attractive option
as new and innovative technologies become increasingly available. However, technology
alone cannot provide effective and efficient solutions for teaching and learning.
Solid instructional design and pedagogical approaches must be used in conjunction
with blended learning for success.This presentation will consider how to improve the
process of teaching and learning by designing blended learning environments that are
authentic, self-regulated and promote student reflection. The framework for designing
instruction will be complemented with examples of pedagogical tools designed specifically
to promote student engagement, as well as strategies for developing effective student
project work to develop IT systems. Different approaches to teaching programming with
online support will also be considered.The presentation will cover the following areas:
the nature of our students; blended learning; learning theory; learning design; the
role of assessment; a model for designing learning materials; new technology; online
pedagogical tools and demonstrations.},
keywords = {Education, Enterprise computing, Document types},
note={cited By 4},
source={Scopus},
}

@ARTICLE{Fekete2003179,
author={Fekete, A.},
title={Using counter-examples in the data structures course},
journal={Proc. of the Australasian Conf. on Comp.},
year={2003},
abstract = {In many computer science courses, students face a sequence of activities that is quite
monotonous in style: most assignments and labs ask the student to write a program
that does something, to follow a procedure, or else to prove something. We advocate
varying the pattern by including different types of activity which bring students
to reflect on their ideas and especially to confront directly common misconceptions.
We use the traditional "data structures" subject as the domain in which to present
this approach to teaching. We give detailed accounts of several activities that include
debugging wrong code and explaining the misconception in an argument.},
keywords = {metacognition, data structures, counter examples, misconceptions, closed laboratories},
pages={179-186},
note={cited By 4},
source={Scopus},
}

@ARTICLE{Keefe2004151,
author={Keefe, K. and Dick, M.},
title={Using Extreme Programming in a Capstone Project},
journal={Proceedings of the Sixth Australian Computing Education Conference},
year={2004},
abstract = {This paper describes the experience at Swinburne TAFE of using the Extreme Programming
software development methodology with a final year capstone project. It found that
it was possible to use the methodology successfully for such a project, but that students
need to be actively coached in the skills necessary to make XP. A positive result
was that less skilled students made more progress than probably would have been the
case using a traditional methodology.},
keywords = {software development methodologies, capstone projects, Extreme Programming},
pages={151-160},
note={cited By 12},
source={Scopus},
}


@ARTICLE{Gotterbarn200483,
author={Gotterbarn, D. and Clear, T.},
title={Using sodis™ as a risk analysis process: A teaching perspective},
journal={Proceedings of the Sixth Australasian Conference on Computing Education},
year={2004},
abstract = {There are several difficulties we face when showing our students key processes and
techniques for software development. In this paper, issues related to teaching students
how to manage risks in software projects are profiled. The concepts and process for
implementing Software Development Impact Statements (SoDIS) are outlined; with its
supporting CASE tool the "SoDIS Project Auditor" being described. Different ways of
applying the SoDIS process and the CASE tool are demonstrated, through some brief
illustrative case studies. The paper suggests ways of using the process and the tool
to enhance teaching in computing courses including software development projects,
software engineering, project management, ethics and professionalism. This work occurs
under the umbrella of the SoDIS SEPIA collaborative research programme which aims
to promulgate use of the SoDIS process, in both industrial and educational computing
spheres.},
keywords = {Computer science education, Software development methods},
volume={30},
pages={83-90},
note={cited By 4},
source={Scopus},
}

@ARTICLE{Kneale2004161,
author={Kneale, B. and De Horta, A.Y. and Box, I.},
title={Velnet: Virtual environment for learning networking},
journal={Proceedings of the Sixth Conference on Australian Computing Education},
year={2004},
volume={30},
abstract = {The problems of providing a real, physical specialist laboratory to teach computer
networking such as, the lack of funding and physical space and the risks and threats
to the network environment and infrastructure, can be solved by the use of a virtual
learning environment. Velnet is such a virtual learning environment that we have developed
and used successfully. Velnet consists of one or more host machines and operating
systems, commercial virtual machine software, virtual machines and their operating
systems, a virtual network connecting the virtual machines, and remote desktop display
software. In order to be able to present more computer-networking concepts and to
improve on our original version of Velnet we have been developing a virtual reality
overlay. This virtual reality overlay allows students to build virtual networking
topologies in a virtual lab. This paper describes Velnet our virtual environment for
learning networking and the virtual reality overlay under development.},
keywords = {Velnet, computer networking, virtual learning environment},
pages={161-168},
note={cited By 38},
source={Scopus},
}

@ARTICLE{Hamer200419,
author={Hamer, J.},
title={Visualising Java data structures as graphs},
journal={Proceedings of the 6th Conference on Australasian Computing Education, Dunedin, New Zealand},
year={2004},
abstract = {We present a simple, general-purpose tool for visualising Java data structures. The
tool uses Java reflection and an open-source graph drawing program to produce text-book
quality depictions of arbitrary Java objects.The tool offers certain pedagogical advantages
over other "heavy-weight" visualisation systems. Its simplicity and generality means
that students are able to visualise their own data structures, rather than passively
observing a limited range of "correct" visualisations prepared in advance by the lecturer.The
tool supports an active, exploratory style of learning, and is ideally suited for
use in CS1-level courses that introduce Java references and arrays, as well as a range
of CS2-level data structure material. Initial classroom results are encouraging.},
keywords = {Human-centered computing, Data types and structures, Language types, Data structures, Record storage systems, Data structures design and analysis, Data structures and algorithms for data management},
pages={19-26},
note={cited By 1},
source={Scopus},
}

@CONFERENCE{Crawford1997185,
author={Crawford, K. and Fekete, A.},
title={What do exam results really measure?},
journal={ACM International Conference Proceeding Series},
year={1997},
volume={Part F129322},
pages={185-190},
doi={10.1145/299359.299386},
note={cited By 3; Conference of 2nd Australasian Conference on Computer Science Education, ACSE 1997 ; Conference Date: 2 July 1997 Through 4 July 1997;  Conference Code:129322},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-33644517934&doi=10.1145%2f299359.299386&partnerID=40&md5=b2522c51f38adb7331b7fc7e7682560b},
affiliation={Department of Computer Science, University of Sydney2006, Australia},
abstract={Students are evaluated using examinations, but how do we evaluate whether the examination is correctly measuring the students' knowledge or skill? This paper presents a methodology which we have used in an experiment: students' exam results were analysed to reveal which different cognitive skills were used in answering different questions. The analysis revealed that students were approaching several questions in ways that the instructor had not anticipated. Sometimes questions the instructor considered straightforward actually tested students' conceptual understanding; on other questions which were intended to require problem-solving, many students never identified the concepts involved, so that grades measured primarily the ability to avoid distraction. In other cases, we demonstrated that questions did assess deep understanding of the fundamental concepts, rather than rote-learning or simple pattern matching. © 1997 ACM.},
keywords={Education;  Education computing;  Pattern matching;  Problem solving, Cognitive skill;  Conceptual understanding;  Fundamental concepts, Students},
references={Biggs, J., Collis, K., (1982) Evaluating the Quality of Learning, , Academic Press; Crawford, K., Cognitive and social factors in problem solving behaviour (1986) Proc. Conference of the International Group for the Psychology of Mathematics Education, pp. 412-415; Luria, A., (1973) The Working Brain, , Penguin; Marton, F., Describing and improving learning Learning Strategies and Learning Styles, pp. 36-55. , in R.Schmecvk, (Ed.), Plenum Press; Patterson, D., Hennessy, J., (1994) Computer Organization and Design: The Hardware-Software Interface, , Morgan Kaufmann; Schoenfeld, A., What's all the fuss about metacognition? (1987) Cognitive Science and Mathematics Education, , in A. Schoenfeld (Ed.), Lawrence Earlbaume},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897919580},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Duncan201765,
author={Duncan, C. and Bell, T. and Atlas, J.},
title={What do the teachers think? Introducing computational thinking in the primary school curriculum},
journal={ACM International Conference Proceeding Series},
year={2017},
pages={65-74},
doi={10.1145/3013499.3013506},
note={cited By 19; Conference of 19th Australasian Computing Education Conference, ACE 2017 ; Conference Date: 31 January 2017 Through 3 February 2017;  Conference Code:126225},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014967769&doi=10.1145%2f3013499.3013506&partnerID=40&md5=470b6d6bdd50c0fdaaa87b18a6e7f941},
affiliation={Computer Science and Software Engineering, University of Canterbury, Christchurch, New Zealand; Department of Computer and Information Sciences, University of Delaware, Newark, DE  19716, United States},
abstract={This paper reports on the preliminary results of an ongoing study examining the teaching of new primary school topics based on Computational Thinking in New Zealand. We analyse detailed feedback from 13 teachers participating in the study, who had little or no previous experience teaching Computer Science or related topics. From this we extract key themes identiffed by the teachers that are likely to be encountered when deploying a new curriculum, including unexpected opportunities for cross-curricula learning, development of students' social skills, and engaging a wide range of students. From here we articulate key concepts and issues that arise in the primary school context, based on feedback during professional development for the study, and direct feedback from teachers on the experience of delivering the new material in the classroom. © 2017 Copyright held by the owner/author(s). Publication rights licensed to ACM.},
keywords={Computational thinking;  Curriculum;  Teachers},
keywords={Education;  Students;  Teaching, Computational thinkings;  Detailed feedbacks;  New zealand;  Primary schools;  Professional development;  Social skills;  Teachers, Curricula},
references={Barr, B.D., Harrison, J., Conery, L., Computational thinking: A digital age skill for everyone (2011) Learning & Leading with Technology, 38, pp. 20-23; Bell, T., Surprising computer science (2015) 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspective, pp. 1-11. , Springer, A. Brodnik and J. Vahrenhold, editors; Bell, T., Rosamond, F., Casey, N., Computer science unplugged and related projects in math and computer science popularization (2012) The Multivariate Algorithmic Revolution and Beyond: Essays Dedicated to Michael R. Fellows on the Occasion of His 60th Birthday, Volume LNCS 7370, pp. 398-456. , H. L. Bodlaender, R. Downey, F. V. Fomin, and D. Marx, editors Heidelberg, Springer-Verlag, Berlin, Heidelberg; Bell, T., Witten, I., Fellows, M., Computer Science Unplugged, , http://csunplugged.org/, Retrieved December 13, 2016; Brown, N.C.C., Sentance, S., Crick, T., Humphreys, S., Restart: The resurgence of computer science in UK schools (2014) ACM Transactions on Computing Education, 14 (2), pp. 1-22; Caceffo, R., Wolfman, S., Booth, K.S., Azevedo, R., Developing a computer science concept inventory for introductory programming (2016) Proceedings of the 47th ACM Technical Symposium on Computing Science Education, SIGCSE '16, pp. 364-369. , New York, NY, USA, ACM; Code Club Aotearoa, , http://www.codeclub.nz/, Retrieved Decmeber 13, 2016; Computer Science for Fun, , http://www.cs4fn.org/, Retrieved December 13, 2016; Computer Science Teachers Association, , https://csta.acm.org/, Retrieved December 13, 2016; (2011) Operational Definition of Computational Thinking for K-12 Education, , https://csta.acm.org/Curriculum/sub/CurrFiles/CompThinkingFlyer.pdf, Computer Science Teachers Association (CSTA Retrieved December, 2015; Computing at schools Barefoot Computing, , http://barefootcas.org.uk/, Retrieved December 13, 2016; Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C., Woollard, J., (2015) Computational Thinking| A Guide for Teachers. Computing at Schools; De Bono, E., (1985) Six Thinking Hats: An Essential Approach to Business Management from the Creator of Lateral Thinking, , Little, Brown and Co; Denning, P.J., Computing is a natural science (2007) Communications of the ACM, 50 (7), pp. 13-18; Denning, P.J., The profession of IT: Beyond computational thinking (2009) Commun. ACM, 52, p. 6. , 28-30, June; Duncan, C., Bell, T., A pilot computer science and programming course for primary school students (2015) Proceedings of the Workshop in Primary and Secondary Computing Education | WiPSE ', 15, pp. 39-48. , ACM; Falkner, K., Vivian, R., Falkner, N., The australian digital technologies curriculum: Challenge and opportunity (2014) Proc. Sixteenth Australasian Computing Education Conference (ACE2014, pp. 3-12; Exploring Computational Thinking, , http://www.google.com/edu/resources/programs/exploringcomputationalthinking/, Google for Education. Retrieved December 13, 2016; Guzdial, M., Top 10 Myths about Teaching Computer Science, , http://cacm.acm.org/blogs/blog-cacm/189498-top-10myths-about-teaching-computer-science/fulltext, Retrieved December 13, 2016; Guzdial, M., Education: Paving the way for computational thinking (2008) Communications of the ACM, 51 (8), p. 25; The New Zealand Curriculum, , http://nzcurriculum.tki.org.nz/content/download/1108/11989/_le/The-New-Zealand-Curriculum.pdf, NZ Ministry of Education. Retrieved December 13, 2016; (2016) Digital Technologies to Become Part of the National Curriculum. New Zealand Education Gazette, 95 (13). , NZ Ministry of Education; Sirkia, T., Sorva, J., Exploring programming misconceptions: An analysis of student mistakes in visual program simulation exercises (2012) Proceedings of the 12th Koli Calling International Conference on Computing Education Research, Koli Calling '12, pp. 19-28. , New York, NY, USA, ACM; Wing, J., Computational thinking and thinking about computing (2008) IPDPS Miami 2008 Proceedings of the 22nd IEEE International Parallel and Distributed Processing Symposium, Program and CD-ROM, (July 3717-3725},
sponsors={Computing Research and Education (CORE)},
publisher={Association for Computing Machinery},
isbn={9781450348232},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}


@ARTICLE{Gruba2004109,
author={Gruba, P. and Moffat, A. and Sondergaard, H. and Zobel, J.},
title={What drives curriculum change?},
journal={Proceedings of the Sixth Conference on Australasian Computing Education},
year={2004},
volume={30},
abstract = {While promotional literature about computer science programs may claim that curricula
are determined by the needs of the students and by international best practice, the
reality is often different. In this paper we reflect on the factors underlying curriculum
change in computer science departments and schools, from institutional requirements
and financial pressures to purely academic considerations. We have used these reflections
as the basis of an investigation of curriculum management practices at institutions
in Australasia, via a survey instrument sent to a range of colleagues. Our findings
from the survey are consistent with our own experiences, namely, that curriculum change
is driven or inhibited by factors such as vocal individuals and practical constraints
rather than higher academic motives.},
keywords = {Sociology, Model curricula},
pages={109-117},
note={cited By 26},
source={Scopus},
}

@CONFERENCE{Prior201928,
author={Prior, J. and Laudari, S. and Leaney, J.},
title={What is the Effect of a Software Studio Experience on a Student's Employability?},
journal={ACM International Conference Proceeding Series},
year={2019},
pages={28-36},
doi={10.1145/3286960.3286964},
note={cited By 1; Conference of 21st Australasian Computing Education Conference, ACE 2019, held in conjunction with Australasian Computer Science Week ; Conference Date: 29 January 2019 Through 31 January 2019;  Conference Code:144635},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061229327&doi=10.1145%2f3286960.3286964&partnerID=40&md5=d5cd0901ada1556770ce6f6f388d1940},
affiliation={University of Technology Sydney, Sydney, Australia},
abstract={Our software studio demonstrably increases students' employability, according to the empirical findings of this study, and an evaluation of these findings based on the CareerEDGE Employability Development Profile. We provide a studio environment in which students work in mixed teams on real software projects for clients, under the guidance of industry and academic mentors. This study used open-ended interviews and ethnographic observations in the studio sessions to understand employability success. Skills found important for employability include: Collaboration and communication, project management, supporting each other to resolve technical issues, seeking help from industry mentors and academics, social aspects of work (working with clients and mentors), reflection skills and technical skills. These skills were compared with the CareerEDGE Employability Development Profile and found to give good coverage of employability skills. Contributions made by this study to computing education are: • A deep empirical understanding of students' perspectives and what they value about their employability as a result of participating in the software studio • An evaluation of our findings against the CareerEDGE employability framework, in a technical learning environment • Findings from an investigation that is complementary to students' perspectives collected in accordance with the CareerEDGE approach, where the data is collected via a questionnaire with 5-point Likert scale responses; our interviews were open-ended and accompanied by ethnographic observations. © 2019 Association for Computing Machinery.},
keywords={employability;  ethnography;  graduate capabilities;  software studio},
keywords={Computer aided instruction;  Computer software;  Education computing;  Project management;  Social aspects;  Studios;  Surveys, employability;  Employability skills;  Ethnographic observations;  ethnography;  graduate capabilities;  Learning environments;  Software studio;  Students' perspectives, Students},
references={Barrie, S., (2012) Assessing and Assuring Australian Graduate Learning Outcomes: Principles and Practices Within and Across Disciplines, , https://ltr.edu.au, (last accessed September 8, 2018), OLT Final Report October 2012; Bazeley, P., Jackson, K., (2013) Qualitative Data Analysis with NVivo, , Sage Publications Limited; Billingsley, W., Steel, J., A comparison of two iterations of a software studio course based on continuous integration (2013) Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, pp. 213-218. , ACM; Bryman, A., (2015) Social Research Methods, , Oxford university press; Bull, C.N., Whittle, J., Cruickshank, L., Studios in software engineering education: Towards an evaluable model (2013) Proceedings of the 2013 International Conference on Software Engineering, pp. 1063-1072. , IEEE Press; Cassidy, S., Developing employability skills: Peer assessment in higher education (2006) Education+ Training, 48 (7), pp. 508-517. , 2006; Dacre Pool, L., Qualter, P., Sewell, P., Exploring the factor structure of the career EDGE employability development profile (2014) Education and Training, 56 (4), pp. 303-313. , 2014; Dacre Pool, L., Sewell, P., The key to employability: Developing a practical model of graduate employability (2007) Education+ Training, 49 (4), pp. 277-289. , 2007; Flick, U., (2014) An Introduction to Qualitative Research (5th Ed.), , Sage Publications Limited; Herrington, A., Herrington, J., What is an authentic learning environment? (2006) Authentic Learning Environments in Higher Education, pp. 1-14. , IGI Global; Jackson, D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders (2014) Journal of Education and Work, 27 (2), pp. 220-242. , 2014; De St Jorre, T.J., Oliver, B., Want students to engage? Contextualise graduate learning outcomes and assess for employability (2018) Higher Education Research & Development, 37 (1), pp. 44-57. , 2018; Koppi, T., Sheard, J., Naghdy, F., Chicharo, J., Edwards, S.L., Brookes, W., Wilson, D., What our ICT graduates really need from us: A perspective from the workplace (2009) Proceedings of the Eleventh Australasian Conference on Computing Education, 95, pp. 101-110. , Australian Computer Society, Inc; Merriam, S.B., Tisdell, E.J., (2015) Qualitative Research: A Guide to Design and Implementation, , John Wiley & Sons; Ogunbona, P., (2013) Addressing ICT Curriculum Recommendations from Surveys of Academics, Workplace Graduates and Employers, , https://ltr.edu.au, (last accessed September 8, 2018), OLT final Report; Oliver, B., Ferns, S., Whelan, B., Lilly, L., Mapping the curriculum for quality enhancement: Refining a tool and processes for the purpose of curriculum renewal (2010) Proceedings of AuQF 2010. Quality in Uncertain Times, pp. 80-88. , Australian Universities Quality Agency; Ramsden, P., (2003) Learning to Teach in Higher Education, , Routledge; (2008) Studio Teaching Project, , http://www.studioteaching.org/, STP (last accessed September 8, 2018); Yorke, M., Knight, P., (2006) Embedding Employability into the Curriculum, 3. , Higher Education Academy York},
correspondence_address1={Prior, J.; University of Technology SydneyAustralia; email: Julia.Prior@uts.edu.au},
sponsors={CORE - Computing Research and Education; The University of Auckland; The University of Newcastle},
publisher={Association for Computing Machinery},
isbn={9781450366229},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Millar1996183,
author={Millar, J.W.L. and Mohammadian, M.},
title={Why Ada?},
journal={ACM International Conference Proceeding Series},
year={1996},
pages={183-188},
doi={10.1145/369585.369615},
note={cited By 1; Conference of 1st Australasian Conference on Computer Science Education, ACSE 1996 ;  Conference Code:129321},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053319843&doi=10.1145%2f369585.369615&partnerID=40&md5=a66e8faa6db2c4fb0f1b84d6d2b7b684},
correspondence_address1={Millar, J.W.L.},
sponsors={ACM Special Interest Group on Computer Science Education (SIGCSE)},
publisher={Association for Computing Machinery},
isbn={0897918452},
language={English},
abbrev_source_title={ACM Int. Conf. Proc. Ser.},
document_type={Conference Paper},
source={Scopus},
}

@CONFERENCE{Grandell200671,
author={Grandell, L. and Peltomäki, M. and Back, R.-J. and Salakoski, T.},
title={Why complicate things? Introducing programming in high school using Python},
journal={Conferences in Research and Practice in Information Technology Series},
year={2006},
volume={52},
pages={71-80},
note={cited By 40; Conference of 8th Australasian Computing Education Conference, ACE 2006 ; Conference Date: 16 January 2006 Through 19 January 2006;  Conference Code:93116},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869054086&partnerID=40&md5=767f59ad52d1b0300ae77a26b9fee585},
affiliation={Turku Centre for Computer Science, Lemminkäisenkatu 14 A, FIN-20520 Turku, Finland},
abstract={Deciding what to teach novices about programming and what programming language to use is a common topic for debate. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? Typically, these questions are raised at university level, but in this paper we address them from a high school perspective. We present a case study with a twofold goal: (1) examining how programming can be introduced at high school level, and (2) evaluating how suitable the programming language Python is to support both teachers and learners in this process. During the school year 2004/2005, an introductory programming course was given to four student groups in two different high schools. The students enjoyed programming and learnt to think in terms of re-use and interfaces. In addition, we found that many features of Python facilitated both teaching and learning (for instance, a simple and flexible syntax, immediate feedback, easytouse modules and strict requirements on proper indentation). Our findings support results from previous studies in that students have diffculties in dealing with abstract concepts - even though the syntax for implementing these is simple. In addition, compared to university students, high school students are young and have necessarily not yet developed the writing skills required for producing proper documentation. The course was designed to be well suited for highschool students in general, but still all participants were boys. Since high schools should provide allround learning to all students, we, as do all computer science teachers, face the challenge of making programming more appealing to girls. © 2006, Australian Computer Society, Inc.},
keywords={Abstract concept;  Computer science teachers;  High school;  High school students;  Introductory programming course;  Student groups;  Teaching and learning;  University levels;  University students;  Writing skills, Ada (programming language);  Computer science;  High level languages;  Syntactics;  Teaching, Students},
references={Agarwal, K.K., Agarwal, A., Python for CS1 CS2 and Beyond (2005) J. Comput. Small Coll., 20 (4), pp. 262-270; Aiken, R.M., Experiences and observations on teaching computer programming and simulation concepts to high school students (1972) SIGCSE '72: Proceedings of the 2nd SIGCSE technical symposium on CS Education, pp. 67-71. , ACM Press; Robins, A., Rountree, J.N.R., Learning and teaching programming: A review and discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Bayman, P., Mayer, R.E., A diagnosis of beginning programmers' misconceptions of basic programming statements (1983) Commun. ACM, 26 (9), pp. 677-679; Ben-Ari, M., Constructivism in Computer Science Education (1998) Proceedings of the 29th SIGCSE technical symposium on CS education, pp. 257-261. , Atlanta, Georgia, United States, ACM Press; Ben-Ari, M., Computer Science Education in High School (2004) Computer Science Education, 14 (1), pp. 1-2; Ben-Ari, M., Situated Learning in Computer Science Education (2004) Computer Science Education, 14 (2), pp. 85-100; Biddle, R., Tempero, E., Java pitfalls for beginners (1998) SIGCSE Bull., 30 (2), pp. 48-52; Ceder, V., Yergler, N., Teaching Programming with Python and Pygame (2003) 'PyCon 2003'; Clark, D., MacNish, C., Royle, G.F., Java as a teaching language - opportunities, pitfalls and solutions (1998) ACSE '98: Proceedings of the 3rd Australasian conference on CS education, pp. 173-179. , The University of Queensland, Australia, ACM Press; Clear, T., (2004) Computer Science Education Research, pp. 101-125. , Taylor and Francis Group, chapter 2, Critical Enquiry in Computer Science Education; Close, R., Kopec, D., Aman, J., Cs1: perspectives on programming languages and the breadth-first approach (2000) 'CCSC '00: Proceedings of the 5th annual CCSC northeastern conference on The journal of computing in small colleges', pp. 228-234. , New Jersey, United States. Consortium for Computing Sciences in Colleges; de Raadt, M., Watson, R., Toleman, M., Language Trends in Introductory Programming Courses (2002) Informing Science and IT Education Conference, pp. 329-337; Deveaux, D., Fleurquin, R., Frison, P., Software engineering teaching: a "docware" approach (1999) ITiCSE '99: Proceedings of the 4th annual ITiCSE conference, pp. 163-166. , Cracow, Poland, ACM Press; Dewey, J., (1910) 'How We Think', , http://spartan.ac.brocku.ca/~lward/Dewey/Documents.html, Retrieved June 21, 2005 from; Elkner, J., Using Python in a High School Computer Science Program (2001) 9th International Python Conference; Elkner, J., Using Python in a High School Computer Science Program - Year 2 (2002) 10th International Python Conference; Fleury, A.E., Parameter passing: the rules the studentsconstruct (1991) SIGCSE '91: Proceedings of the 22nd SIGCSE technical symposium on CS education, pp. 283-286. , San Antonio, Texas, United States, ACM Press; Gal-Ezer, J., Beeri, C., Harel, D., Yeduhai, A., A high-school program in computer science (1995) Computer, 28 (10), pp. 73-80; Ginat, D., The novice programmers' syndrome of design-by-keyword (2003) ITiCSE '03: Proceedings of the 8th annual ITiCSE conference, pp. 154-157. , Thessaloniki, Greece, ACM Press; Guzdial, M., A media computation course for nonmajors (2003) ITiCSE '03: Proceedings of the 8th annual ITiCSE conference, pp. 104-108. , Thessaloniki, Greece, ACM Press; Haataja, A., Suhonen, J., Sutinen, E., Torvinen, S., High School Students Learning Computer Science over the Web (2001) Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3 (2); Haberman, B., Kolikant, Y.B.-D., Activating "black boxes" instead of opening "zipper" - a method of teaching novices basic cs concepts (2001) ITiCSE '01: Proceedings of the 6th annual ITiCSE conference, pp. 41-44. , Canterbury, United Kingdom, ACM Press; Hadjerrouit, S., Java as first programming language: a critical evaluation (1998) SIGCSE Bull, 30 (2), pp. 43-47; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ITiCSE '00: Proceedings of the 5th annual ITiCSE conference, pp. 25-28. , Helsinki, Finland, ACM Press; Halasz, F., Moran, T.P., Analogy considered harmful (1982) Proceedings of the 1982 conference on Human factorsin computing systems, pp. 383-386. , Gaithersburg, Maryland, United States, ACM Press; Lahtinen, E., Ala-Mutka, K., Järvinen, H.-M., A study of the diffculties of novice programmers (2005) ITiCSE '05: Proceedings of the 10th annual ITiCSE conference, pp. 14-18. , Capacrica, Portugal, ACM Press; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers (2004) ITiCSE-WGR '04: Working group reportsfrom the ITiCSE conference, pp. 119-150. , Leeds, United Kingdom, ACM Press; Mayer, R.E., Dyck, J.L., Vilberg, W., Learning to program and learning to think: what's the connection? (1986) Commun. ACM, 29 (7), pp. 605-610; McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.-D., Laxer, C., Wilusz, T., A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-Year CS Students (2001) SIGCSE Bull, 33 (4), pp. 125-180; Merritt, S.M., Bruen, C.J., East, J.P., Grantham, D., Rice, C., Proulx, V.K., Segal, G., Wolf, C.E., Acm model high school computer science curriculum (1993) Commun. ACM, 36 (5), pp. 87-90; Milbrandt, G., Using problem solving to teach a programming language in computer studies (1993) Journal of Computer Science Education, 8 (2), pp. 14-19; Mody, R.P., C in education and software engineering (1991) SIGCSE Bull., 23 (3), pp. 45-56; Oldham, J.D., What Happens after Python in CS1? (2005) J. Comput. Small Coll., 20 (6), pp. 7-13; Palumbo, D.B., Programming Language/Problem- Solving Research: a Review of Relevant Issues (1990) Review of Educational Research, 60 (1), pp. 65-89; Petre, M., Fincher, S., Tenenberg, J., My criterion is: Is it a boolean?: A card-sort elicitation of students (2003) knowledge of programming constructs, , Technical Report 6-03, Computing Laboratory, University of Kent, Canterbury, Kent, UK; Ramsden, P., (1992) Learning to Teach in Higher Education, , London: Routledge; Rosenberg, J., Kölling, M., I/o considered harmful (at least for the first few weeks) (1996) ACSE '97: Proceedings of the 2nd Australasian conference on CS education, pp. 216-223. , The Univ. of Melbourne, Australia, ACM Press; Schollmeyer, M., Computer programming in high school vs. college (1996) SIGCSE '96: Proceedings of the 27th SIGCSE technical symposium on CS education, pp. 378-382. , Philadelphia, Pennsylvania, United States, ACM Press; Shaffer, D., The use of logo in an introductory computer science course (1986) SIGCSE Bull., 18 (4), pp. 28-31; Shannon, C., Another breadth-first approach to cs i using python (2003) SIGCSE '03: Proceedings of the 34th SIGCSE technical symposium on CS education, pp. 248-251. , Reno, Navada, USA, ACM Press; Soloway, E., Should we teach students to program? (1993) Commun. ACM, 36 (10), pp. 21-24; Spohrer, J.C., Soloway, E., Novice mistakes: are the folk wisdoms correct? (1986) Commun. ACM, 29 (7), pp. 624-632; Stajano, F., Python in Education: Raising a Generation of Native Speakers (2000) Proceedings of the 8th International Python Conference; Stephenson, C., West, T., Language choice and key concepts in cs 1 (1998) Journal of Research on Computing Education, 31 (1), pp. 89-95; Treese, W., Programming literacy: is it for everyone? (2003) netWorker, 7 (2), pp. 15-17; van Rossum, G., Computer Programming for Everybody (1999) CNRI: Corporation for National Research Initiatives, 1999; Weinberg, G.M., he Psychology of Computer Programming (1998) SIGCSE Bull., 28 (3), pp. 17-22. , Dorset House Publishing. Winslow, L. E., 1996, Programming Pedagogy - a Psychological Overview},
correspondence_address1={Grandell, L.; Turku Centre for Computer Science, Lemminkäisenkatu 14 A, FIN-20520 Turku, Finland; email: linda.grandell@abo.fi},
sponsors={University of Tasmania, Australia; Australian Computer Society; CORE - Computing Research and Education; University of New South Wales; Otago Polytechnic},
address={Hobart, TAS},
issn={14451336},
isbn={1920682341; 9781920682347},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}


@CONFERENCE{Doyle200719,
author={Doyle, B. and Lister, R.},
title={Why teach unix?},
journal={Conferences in Research and Practice in Information Technology Series},
year={2007},
volume={66},
pages={19-25},
note={cited By 3; Conference of 9th Australasian Computing Education Conference, ACE 2007 ; Conference Date: 30 January 2007 Through 2 February 2007;  Conference Code:93117},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869138419&partnerID=40&md5=d6f86f6e9e9cc99d4ac55dbf04b4847e},
affiliation={Faculty of Information Technology, University of Technology, Sydney Jones St. Broadway NSW 2007, Australia},
abstract={This paper examines computing academics' conceptions of the Unix operating system, and the purpose of teaching Unix. Interview transcripts from nine academics were analysed phenomenographically. A small number of qualitatively different conceptions of Unix were identified, within two broad categories. The first broad category manifested a technical approach to Unix. Within this broad category, the conceptions of Unix were, from the least to most sophisticated ! (1) Unix as a set of unrelated commands; (2) Unix as a command line interface superior to GUIs; and (3) Unix as a problem solving tool. The second broad category was a non technical conception of Unix, in which Unix was seen as a resource that is cheap, secure and robust. With regard to teaching Unix, two broad categories of reasons were identified ! practical and pedagogical. These results for teachers are broadly consistent with an earlier phenomenographic study of student conceptions of Unix. © 2007, Australian Computer Society, Inc.},
keywords={Phenomenography;  Unix},
keywords={Command line interface;  Phenomenography;  Problem solving tool;  Unix Operating System, Teaching, UNIX},
references={Akerlind, G., Variation and commonality in phenomenographic research methods (2005) Higher Education Research & Development, 24 (4), pp. 321-334; Astrachan, O., Bruce, K., Koffman, E., Kölling, M., Reges, S., Resolved: Objects Early Has Failed (2005) SIGCSE'05, , February 23-27, 2005, St. Louis, Missouri, USA; Bach, M.J., The Design of the UNIX Operating System (1986) Englewood Cliffs, , NJ: Prentice-Hall. ISBN: 0132017997; Berglund, A., Learning computer systems in a distributed project course: The what, why, how and where (2005) Acta Universitatis Upsaliensis, , Uppsala Dissertations from the Faculty of Science and Technology 62. 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A. Gabrielsson, Uppsala, Sweden: European Society for the Cognitive Sciences of Music; Reid, A., Petocz, P., Completing the Circle: Researchers of Practice in Statistics Education (2003) Mathematics Education Research J., 15 (3), pp. 288-300; Stoodley, I., Christie, R., Bruce, C., Masters Students' Experiences of Learning to Program: An Empirical Model (2004) Proceedings of QualIT2004: International Conference on Qualitative Research, , http://sky.fit.qut.edu.au/~bruce/pub/papers/QualIT2004-Bruce.pdf, [accessed October 2006]; Trigwell, K., Phenomenography: Discernment and Variation (2000), http://www.learning.ox.ac.uk/files/Phenom_ISL_paper.pdf, [accessed Mar. 2006 ]; Trigwell, K., Prosser, M., (1997) Towards an Understanding of Individual Acts of Teaching and Learning (1997) Higher Education Research and Development, 16 (2), pp. 241-252},
correspondence_address1={Doyle, B.; Faculty of Information Technology, , Sydney Jones St. Broadway NSW 2007, Australia; email: bjd@it.uts.edu.au},
sponsors={University of Ballarat, Australia; Australian Computer Society; CORE - Computing Research and Education; Otago Polytechnic; School of Design, Communication and Information Technology},
address={Ballarat, VIC},
issn={14451336},
isbn={1920682473; 9781920682477},
language={English},
abbrev_source_title={Conf. Res. Pract. Inf. Technol. Ser.},
document_type={Article},
source={Scopus},
}




