bluuebunny/crossref_metadata_2025 huggingface dataset:
Cyber-surfing
Authors: Berghel Hal
Published: November 2005

Modern network technology has spawned an entirely new cybernetic experience: cyberspace surfing. This surfing is as much a social experience as an information gathering resource. While providing the communication infrastructure for an everincreasing percentage of the global population, it is also becoming the focal point of an identifiable sub-culture of cybernauts who are attracted to the Intenet as moths to light. There is every indication that the forthcoming cyberspace revolution will have an even more dramatic impact on society than the microcomputer revolution.In this paper we analyze the cyber-surfing experience from the point of view of the supportive client-server technologies involved. On the basis of this analysis and some emerging trends we speculate on the future of cyberspace.
Educational technology and artificial intelligence
Authors: Wong Simon C.-H.
Published: November 2005

This paper presents an overview on the evolution of educational technology and its impact on interactive instructional systems design; and the development of artificial intelligence techniques for building intelligent tutoring systems. Furthermore, the new potentialities for interactive instructional systems offered by the marriage of modern educational technology and artificial intelligence models are identified.
The electronic issue forum
Authors: Peha Jon M.
Published: November 2005

This paper describes Electronic
Issue Forums
, in which students use roleplaying to debate academic controversies of interest over extended periods. There are significant educational benefits to this tool for students in a traditional classroom. Moreover, because all communications take place over a computer network, the tool is also wel suited for distance learning. Electronic issue forums incite valuable student interactions that are often lost when students and instructors are scattered across many different locations, and are therefore a good supplement to the videoconferencing systems typically used for distance learning.
Assessing change after a computer course for at-risk students
Authors: Avitabile John
Published: November 2005

In this paper, I plan to describe a computer literacy course that I teach as part of a Prefreshman summer session for at-risk students. The aims of the course are to teach students how to use computers for all their coursework and to encourage students to be comfortable using technology. I surveyed students on their attitude towards computers both before and after the course to see whether the course succeeded in achieving its goals.
The Web and distance learning: what is appropriate and what is not
Authors: Lawhead Pamela B. , Alpert Elizabeth , Bland Constance G. , Carswell Linda , Cizmar Dawn , DeWeitt Jean , Dumitru Mihaela , Fahraeus Eva R. , Scott Kirt
Published: November 2005

The World Wide Web is increasingly being used to provide opportunities for distance learning. This report explores the motivations for developing Web-based distance learning and examines a range of issues including ethics, pedagogy, planning, advantages, disadvantages, and appropriate and inappropriate uses. The analysis takes a learner-centric view, classing as appropriate those uses of the Web that further the traditional educational values of quality, outreach, and flexibility. Examples of inappropriate uses are also given.
Harnessing technology for effective inter- and intra-institutional collaboration
Authors: Siviter Douglas , Petre Marian , Klein Bruce
Published: November 2005

The computer science discipline is well poised to provide leading examples of harnessing communications and computer technologies in order to encourage collaborative practices both within and between institutions. Students, academics, and institutions all potentially have access to their counterparts world-wide. This provides endless opportunities for sharing knowledge, accessing scarce expertise, making effective re-use of limited resources, collaborating to attract funding and influence policies, etc. Even so, within our own institutions we regularly miss opportunities to exploit appropriate technology for supporting both educational and administrative collaboration.The aims of this working group were to raise awareness of collaborative opportunities and practices, to investigate practically what collaboration means to academics, and to take practical steps towards promoting collaboration. The working group also aimed to identify technologies, i.e., techniques and tools, that offer pragmatic approaches to supporting collaborative schemes.
Historical perspectives on the computing curriculum
Authors: Bogoiavlenski Iouri A. , Clear A. G. , Davies Gordon , Flack Hans , Myers J. Paul , Rasala Richard , Goldweber Michael , Impagliazzo John
Published: November 2005

Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula. Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgment, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing' curricula from a variety of historical perspectives.
An ethics for the new surveillance (abstract)
Authors: Marx Gary T.
Published: November 2005

The Principles of Fair Information Practice are almost three
decades old and need to be broadened to take account of new
technologies for collecting personal information such as drug
testing, video cameras, electronic location monitoring and the
internet. I argue that the ethics of surveillance activity must be
judged according to the means, the context and conditions of data
collection and the uses/goals and suggest 29 questions related to
this. The more one can answer these questions in a way that affirms
the underlying principle (or a condition supportive of it) the more
ethical the use of a tactic is likely to be. Four conditions are
identified which, when breached, are likely to violate an
individual's reasonable expectation of privacy. Respect for the
dignity of the person is a central factor and emphasis is put on
the avoidance of harm, validity, trust, notice and permission when
crossing personal borders.
Who shapes the future?
Authors: Allen Jonathan P.
Published: November 2005

How can computer professionals shape the future of new computing
technologies? Using the recent history of handheld computers as an
example, this paper investigates how computer professionals can
shape the future by helping to define what new technologies should
be. Computer professionals can play a variety of roles in creating,
maintaining, and questioning problem framings, or the basic
assumptions about what problem a new technology is trying to solve.
In addition to political activism and professional ethics, computer
professionals need to reflect on the process of defining new
technological directions, and how they can help shape technology
development into outcomes they believe in.
CPSR's approach to advising policymakers
Authors: Johnson Jeff
Published: November 2005

This paper describes the approach that Computer Professionals
for Social Responsibility (CPSR) uses to advise and influence
government policymakers at the local, state, and federal levels. It
analyzes why CPSR - a relatively small organization - has enjoyed a
fair amount of success in influencing policy. It also describes a
recurring pattern that applies to CPSR's involvement in
policymaking, using as an example CPSR's involvement in
policymaking on the Calling Number Identification (CNID) telephone
service. An appendix lists situations in which CPSR has directly
advised policymakers.
Using an alternative ethical paradigm for analysis
Authors: Primeaux D.
Published: November 2005

This paper suggests that a less-traditional ethical analysis of computer-based technological issues might be rewarded by unexpected and useful results. As an example, this paper offers an ethical analysis of e-mail privacy issues within the framework of ethical principles based on the work of Habermas.
Survey results from the incredible shrinking pipeline (abstract)
Authors: Camp Tracy
Published: November 2005

The percentage of bachelor's degrees awarded in computer science to women has decreased almost every year over the last decade. That is, even though more women are awarded bachelor's degrees, and even though the percentages of bachelor's degrees awarded to women in disciplines similar to computer science increased, the percentage of bachelor's degrees awarded in computer science to women decreased. Thus, the pipeline, which represents the ratio of women involved in computer science from high school to graduate school, shrinks both from one end to the other _and_ in the middle. Since the number of women at the bachelor's level affects the number of women at levels higher in the pipeline and in the job market, these facts are of great concern to many in the computing community.In this paper, we review the harsh facts concerning the percentage of degrees awarded in computer science to women. When we presented these facts in CACM (October 1997), we requested that the community respond to the facts through an interactive survey. At this time, 120 people have responded to the survey. In this paper, we present the results we have obtained from compiling these 120 survey responses.
Electronic learning materials
Authors: MacKnight Carol B.
Published: November 2005

The Internet promises access to a diversity of minds in their quest for knowledge. But if we continue applying traditional models of production and teaching to new technical possibilities, we cancel out their potential innovation dimensions and run the risk of bolting classroom-based practices onto a different delivery system. Instead, we should be looking at new methods of presentation and creation of interactive learning materials. In this paper we focus on three models of production and the challenges of developing interactive learning materials.
New technologies for rapid development of Web orientated database applications
Authors: Hatzigeorgiu Nick , Syropoulos Apostolos
Published: November 2005

Many new Internet technologies are available to Web programmers. Using these technologies it is now easy to develop dynamic Web based applications that use databases. We describe some of these new technologies and we briefly present two examples showing how we can use these technologies in real world applications.
Turtlemania
Authors: Clipsham David , Huffman Brett , Meissell Joe , Guimaraes Mario
Published: November 2005

This paper is divided into four sections. First an introduction describes the basic goals of the educational math game and the environment chosen. The second section describes the software, showing pictures of the teacher interface (Figure 1) and the Student Interface (Figures 2 and 3). The third section describes the initial classroom experiments introducing the software to K-3 public school teachers and children from Pre-K to 6th grade. The last section presents the preliminary conclusions from using the software and how this type of framework could be used for other educational software.
Java resources for computer science instruction
Authors: Bergin Joseph , Naps Thomas L. , Bland Constance G. , Hartley Stephen J. , Holliday Mark A. , Lawhead Pamela B. , Lewis John , McNally Myles F. , Nevison Christopher H. , Ng Cheng , Pothering George J. , Teräsvirta Tommi
Published: November 2005

The goal of this working group was to collect, evaluate, and foster the development of resources to serve as components of both new and revised traditional courses that emphasize object-oriented software development using Java. These courses could, for example, integrate Internet-based distributed programming, concurrency, database programming, graphics and visualization, human interface design and object-oriented development. They could therefore also be suitable as capstone courses in computer science. The focus of the working group was on tools and techniques, including demonstrations, projects, syllabi, and pedagogical patterns. The working group members are coordinating the development of a Web site (sol.pace.edu/iticse98) devoted to sharing such tools and techniques among educators.
The impact of campus-wide portable computing on computer science education
Authors: Thomas Stan J. , Laxer Cary , Nishida Tomohiro , Sherlock Helen
Published: November 2005

At least fifty colleges and universities throughout the world have initiated plans under which all students buy, lease, or provide their own portable/laptop computer. The impact of these initiatives on the general educational environment has been widely discussed; however, the impact on the delivery of computer science education has not been. In this working group report we discuss a number of issues pertaining to computer science education in light of campus-wide computing initiatives. Our report relates experiences of faculty already involved in such endeavors plus ideas regarding the future of portable computers in computer science education. As such, it will be beneficial to computer science programmes currently involved in campus-wide computing initiatives as well as those that may become involved in the near future.
Resources, tools, and techniques for problem based learning in computing
Authors: Ellis Ainslie , Carswell Linda , Bernat Andrew , Deveaux Daniel , Frison Patrice , Meisalo Veijo , Meyer Jeanine , Nulden Urban , Rugelj Joze , Tarhio Jorma
Published: November 2005

In a problem-based learning (PBL) environment, students work in groups on real-life problems and have the opportunity to determine for themselves what they need to learn in the relevant subject area(s). A common feature of problem-based learning is to provide students with a range of resources that assist them in solving the problems. This paper attempts to classify resources according to the educational functions and activities for which they will be used. It also discusses communication patterns, assessment, and evaluation with respect to problem-based learning. Finally, it presents two case studies, one that illustrates a progression of problem development within the PBL environment and one that describes a practical application of PBL, with appropriate use of resources, for a first-year course in Java.
A course-assistant based on a curriculum structure and XML resources
Authors: Boivin Sylvain , Imbeau Gilles
Published: November 2005

We propose a curriculum that provides a XML representation for a specific domain of knowledge and enables the teacher to closely follow the learning process of each student. Our curriculum is constructed using three kinds of elements: topics, units and links. An area of knowledge can be seen conceptually, or can be organized for a teaching or for a learning purpose. Therefore, the topics of a specific domain can be arranged according to different views using various kinds of link. In our framework, we provide the basic information in a simple collection of XML documents and let the computer generates dynamically a curriculum with its links on the XML resources. Essentially, we use a curriculum to organize an existing set of resources. The current version uses a CGI program written in C++ with a homemade XML parser.
Designing intelligent tutoring systems
Authors: Nkambou Roger , Kabanza Froduald
Published: November 2005

Intelligent Tutoring Systems (ITS) are computer aided intelligent learning tools. Most recent architectures of these systems have focussed on the tutor or curriculum components, but with little attention being paid to planning and intelligent collaboration between the different components. In this paper, we propose several improvements by describing a new architecture that involves sophisticated planning processes at different levels of the ITS processing and by decomposing the tutor into two different components, one specialized in the tutorial actions planning and the other tailored for the generation of multimedia presentations. Moreover, the user interface is made more robust and flexible thanks in part to the use of planning techniques. These improvements are built on Nkambou, Gauthier and Lefebvre's architecture, but we believe that the most of the important ideas discussed herein may also be exploited in other architectures.
The practitioner from within
Authors: Grodzinsky Frances
Published: November 2005

Traditionally the study of computer ethics involves taking students who are not philosophically trained, exposing them to action-guiding theories, presenting them with the codes of ethics of several companies and professional organizations and asking them to make ethical decisions in scenario-based cases. This approach is deliberately action-based and focuses on doing. "What would you do?" is the traditional question we ask our students. While this pedagogical methodology forces them to examine situations and argue from a particular point of view, it does little to influence their character. They see the utilitarian or deontologist as someone other than themselves. There seems to be very little internalization of these action-based theories.Virtue Ethics offers character-forming theory that has been more successful with my students than the action-based theories of computer ethics texts. Why? Virtue Ethics is directed toward character development. The focus is on being rather than doing. It presents a good heuristic or approach to the problem of moral agency. Virtue ethics offers a way of teaching self-reflection through narratives that focus on core values, heroes and moral exemplars. It is grounded in practical wisdom. It is experiential, learning to care about the self, others, the community, living the good life, flourishing and striving for moral excellence. It offers a model for the development of character and personal ethics which will lead to professional ethics. Yet, the strict Virtue Ethics espoused by Aristotle has its limitations. This paper will explore the need for a more integrative approach to contemporary moral theory, one that may be found by revisiting the virtues through the works of Aristotle and Kant. It will offer insight into translating theory into practice for students of computer science and information technology.
Understanding values and biases in I.T.
Authors: Birrer Frans A. J.
Published: November 2005

It has often been suggested that technology carries values and biases embedded in it. This paper is an examination of the relation between (the implementation of) computer technology and the incorporation of values and biases. The social complexity of this issue tends to be underexposed. Suggestions are presented for a more comprehensive understanding.
The state of educational computing in Singapore
Authors: Phua P. K. H.
Published: November 2005

The national effort to promote and develop computer software and services industry in Singapore forms an integral part of this country's economic restructuring programme in the 1980's. Singapore, already a significant economic strength within ASEAN and the Far East, looks forward to becoming one of the world's leading computer software centers. A survey conducted in 1980 showed that the number of computer personnel who are programmers, system analysts, or DP managers was about 850. It is estimated that the number of computer personnel at this level required by 1990 is between 5,800 and 7,800. In this paper, we report various long-term and short-term measures that are taken by the government to promote educational computing in order to meet the requirements of the computer industry in Singapore.
Just another piece of plastic in your wallet: the `Australian card' scheme
Authors: Clarke Roger
Published: November 2005

During 1985-87 the Australian Government developed a proposal for a national identification scheme. With public concern about the scheme's implications increasing, the Australia Card Bill was defeated in the Senate in November 1986 and again in April 1987. This paper outlines the proposal, and comments on its technical features, its economics, its implications and its prospects.
Some ethical reflections on cyberstalking
Authors: Grodzinsky Frances S. , Tavani Herman T.
Published: November 2005

The present study examines a range of moral issues associated with recent cyberstalking cases. Particular attention is centered on the Amy Boyer/ Liam Youens case of cyberstalking, which raises a host of considerations that we believe have a significant impact for ethical behavior on the Internet. Among the questions we consider are those having to do with personal privacy and the use of certain kinds of Internet search facilities to stalk individuals in cyberspace. Also considered are questions having to do with legal liability and (possible) moral responsibility that Internet Service Providers (ISPs) have for stalking crimes that occur in their "space" on the Internet. Finally, we examine issues of moral responsibility for individual online users to determine which obligations, if any, they might have to inform persons who are targeted by cyberstalkers, when it is in their power to do so.
The theory of information reversal
Authors: Anastasiades Panagiotes S.
Published: November 2005

The end of the industrial age coincides with the advent of the Information Society as the next model of social and economic organization, which brings about significant changes in the way modern man conceives work and social environment. The functional basis of the new model is pivoted upon the effort to formulate the theory on the violent reversal of the basic relationship between man and information, and isolate it as one of the components for the creation of the new electronic reality. The objective of the theory of reversal is to effectively contribute to the formulation of a new definition consideration in regards to the concept of the emerging information society. In order to empirically apply the theory of reversal, we will examine a case study based on the example of the digital library.
A humane tool for aiding computer science advisors, computer science students, and parents
Authors: Walbesser Henry H. , Hu Ning
Published: November 2005

Over the past few years, the computer science department faculty at Baylor has observed that some students who perform adequately during the freshman and sophomore years have substantial difficulty during the junior and senior years of study. Baylor University is an institution committed to being caring of its students. The objective for this study grew out of these two realities.
Human values and the future of technology
Authors: Shneiderman Ben
Published: November 2005

We can make a difference in shaping the future by ensuring that computers "serve human needs (Mumford, 1934)." By making explicit the enduring values that we hold dear we can guide computer system designers and developers for the next decade, century, and thereafter. After setting our high-level goals we can pursue the components and seek the process for fulfilling them. High-level goals might include peace, excellent health care, adequate nutrition, accessible education, communication, freedom of expression, support for creative exploration, safety, and socially constructive entertainment. Computer technology can help attain these high-level goals if we clearly state measurable objectives, obtain participation of professionals, and design effective human-computer interfaces. Design considerations include adequate attention to individual differences among users, support of social and organizational structures, design for reliability and safety, provision of access by the elderly, handicapped, or illiterate, and appropriate user controlled adaptation. With suitable theories and empirical research we can achieve ease of learning, rapid performance, low error rates, and good retention over time, while preserving high subjective satisfaction. To raise the consciousness of designers and achieve these goals, we must generate an international debate, stimulate discussions within organizations, and interact with other intellectual communities. This paper calls for a focus on the "you" and "I" in developing improved user interface (UI) research and systems, offers a Declaration of Responsibility, and proposes a Social Impact Statement for major computing projects.
Balancing internet marketing needs with consumer concerns
Authors: Rose E.
Published: November 2005

Innovations in web technologies, data warehousing and data mining enable Internet marketers to collect, process and analyze personal data gathered from web users browsing and online purchase habits on a much greater scale as it is now quicker and more economical to do so. Recent surveys indicate that consumers are not comfortable with these practices, especially when the data is collected or sold without their consent. The resulting conflict of interest demands a solution. In this paper, a framework of incomplete markets, property rights and transaction costs is used to analyze the problem and propose some preliminary solutions.
An ethical evaluation of web site linking
Authors: Spinello Richard A.
Published: November 2005

As the World Wide Web has grown in popularity, the propriety of linking to other web sites has achieved some prominence as an important moral and legal issue. Hyperlinks represent the essence of Web-based activity, since they facilitate navigation in a unique and efficient fashion. But the pervasive activity of linking has generated notable controversies. While most sites welcome and support incoming links, others block them or seek to license them in some way. Particularly problematic are so-called 'deep links,' which bypass the home page along with the extensive advertising and promotional material that is usually found there. While some contend that a site's mere presence on the web is implicit permission for virtually any form of linking, others argue that at least in some circumstances deep linking is unfair and constitutes misappropriation of intellectual property.In this paper we will explore the issue of
deep linking
from a distinctly moral vantage point. While legal scholars have vigorously debated this issue, it has received little attention from moralists. But deep linking raises a plethora of complex property issues with subtle moral implications, and hence it deserves our careful scrutiny. The most fundamental question concerns the appropriate scope of property rights for a web site and how those rights can be properly balanced against the common good of free and open communications on the Web. It is our contention that there is no presumptive claim to the liberty of deep linking at will, since it may be disrespectful of property rights in certain situations. In order to defend this position we first make the case that a web site is a form of intellectual property, drawing support from the major theories that justify property ownership. Once we have established that a web site is really property, we consider the specific rights implied by such ownership. We conclude that on the basis of those rights, a prima facie case can be made that because of the potential for negative effects, users should not presume that deep linking is acceptable unless they first seek out the permission of the target web site.We also fully appreciate the dangers inherent in propertizing the web and the need to encourage the most flexible forms of linking. Therefore, we argue that any arbitrary or unnecessary restrictions against deep linking should be eschewed for the sake of the common good of open communications, flexibility, and maximum porosity in the Internet environment. While web site authors may indeed have a property right in their creative work they have a correlative obligation to promote the sharing and free flow of information when their specific ownership rights are not put in jeopardy by deep linking.
The ties that bind
Authors: Johnson D. G. , Miller K. W.
Published: November 2005

Electronic communication and commerce facilitate the collection of information about individual use of the Internet. Focusing on the case of Comet Systems Inc. and its data gathering practices, this paper explores the technical details of gathering personal information in databases in general and the special character of the privacy issue raised by 'anonymous' information about individual behavior on the Internet. The case analysis suggests new insights for our understanding of privacy and frames a discussion of policy alternatives with respect to the privacy of Internet communication.
Nameservers in a campus domain
Authors: Carl-Mitchell Smoot , Quarterman John S.
Published: November 2005

The implementation of domain nameservice in a certain campus subdomain of the ARPA Internet has lead to several questions on the part of the local user community. This paper answers some of them. It describes the purpose of Internet domains and nameservers, how domains and networks are related, and the historical reasons for the existence of domains. There is a summary of the protocols nameservers use and of how they are implemented. Then the paper describes the logistics of how nameservers are used in a campus environment, first from the user's point of view, then from the administrators. Issues of the utility or necessity of subdomains of the campus domain are addressed. Finally, mailbox binding is treated: this is a potential use of the nameservers to provide a campus-wide distributed database of personal human names and their mappings into network host addresses.
Computer science education for students training to be secondary teachers
Authors: Frederick Terry J.
Published: November 2005

This paper reports on some efforts to provide computer science training for potential teachers in the secondary schools. For those who wish to teach computing concepts, a program consisting of six courses (18 semester hours) of computer science that includes (1) computing concepts studied in the context of both high-level and assembly languages, (2) an exposure to the continuum of applications of computers to education and (3) pertinent electives relative to the students major discipline is outlined. Included are discussions of some relevant issues, rationale for directions taken and specific details about the program.
A grassroots approach to teacher training
Authors: Kelley Tim G.
Published: November 2005

The paper discusses factors contributing to the problem of preparing present and future teachers to accept and become skilled in the use of computers in the instructional process, and the obstacles to achieving a solution.The unique organizational activities of the Oregon Council for Computer Education are presented as a possible solution mechanism. The Council is described as a collective effort to work toward solutions of the many facets of the problem in a coordinated way statewide. The history and structure of the organization are presented, pitfalls described, and some of the accomplishments to date mentioned.
Using LOGO in teaching
Authors: Rubinstein Richard
Published: November 2005

Teachers faced with selecting or creating introductory computing materials often must choose among several computer languages. LOGO was selected for use in the author's courses at the University of California, Irvine. This paper describes these courses in terms of the demands placed on the computing language used, and the ideas to which the students were exposed. Those characteristics of LOGO which are most important to the success of the courses are evaluated.
Some thoughts on computers and greatness in teaching
Authors: Dwyer Thomas A.
Published: November 2005

This paper argues that computers are the first form of educational technology that can be honestly described as "revolutionary". It also argues that this is because the real forte of computers is to support person-to-person educational influence, not replace it. This suggests that it is timely to reexamine the goal of "great teaching" in a system dedicated to mass education, but for very different reasons from those implied by early work in computer-assisted instruction. The consequences of such a viewpoint for both teacher education and in-school practice are discussed.
Some pedagogic considerations in teaching elementary programming using structured FORTRAN
Authors: Friedman Frank L. , Koffman Elliot B.
Published: November 2005

This paper contains a description of several aspects of a course in introductory computer programming that is taught using a few basic control structure extensions to FORTRAN. The FORTRAN syntactic forms and flow diagram patterns of these structures are defined, and some of the advantages of these forms are listed. The problem solving methods developed in the course are outlined, and the structures are shown to be consistent with these methods. Some pedagogic considerations which provide an effective environment for the presentation of these control structures are described.
Computer science for elementary school teachers
Authors: Moursund David , Neill Mike
Published: November 2005

The time line for significant changes in public education is long, and introduction of computers into education is
not
proving an exception to this. The circumstances that have contributed to relatively rapid progress in introducing computers in higher education do not exist at the pre-college level. This paper concentrates on the problems of computers in elementary education, and suggests several partial solutions to these problems.
Introductory computer science courses a modular design
Authors: Rosenberg Ivan M.
Published: November 2005

This paper proposes a set of assumptions about learning in general, followed by a set of assumptions concerning ICS courses in particular. Using these as a foundation, an ICS course content and structure is developed which clearly shows the relationships between the various branches of computer science, encourages a logical presentation, and is modular and hierarchical, permitting use for a wide variety of audiences and course objectives. Since content organization is only one aspect of a course, the method of presentation is also discussed, with emphasis on methodologies other than lecture.
Documentation standards for beginning students
Authors: Brewer Richard K.
Published: November 2005

The importance of writing programs that are readable has finally gained preeminence in the struggle with such competing and contradictory goals as “cuteness” and “optimization” of code. As a result, a much greater stress on documentation standards is found in computer science education these days. Industry and government standards for documentation are being more widely adhered to and certain points of agreement have emerged. Some excellent books have been written that cover the subject (Van Tassel, 1974; Ledgard, 1975; Kernighan & Plauger, 1974); however it is safe to say that both the exhaustive treatment of the subject in such publications and the extremely high standards proposed probably preclude wholesale adoption by instructors of beginning level programming courses. What is proposed here is a set of common sense, scaled down documentation standards for the student in a first programming course in, say, FORTRAN, PL/I, ALGOL, or Basic.

The following represents an amalgam of documentation requirements achieved as a result of teaching introductory programming to college students for nine years. The actual sources have been the literature, colleagues, and last but not least, experience. They are not intended to represent an “only” or “best” approach; the author has recently encountered other efforts in this direction that must surely be as reasonable and effective. It does represent one educator's approach; it is sufficiently scaled down so that one might reasonably expect to use it as a standard for beginning students; and it may be most useful as a contributor of components to be integrated into a more effective set of standards.

The basics of documentation and readable programming include comments, meaningful variable names, labelled output, flowcharts, and clear program flow. The major components of and basic rules for each of these categories will be presented in the context of the needs and limitations of the beginning student.
Leading a Child to a Computer Culture
Authors: Solomon Cynthia J.
Published: November 2005

“LOGO” is sometimes used as the name of a programming language. It is also used as the name of ... what shall I call it ? ... an environment, a culture, way of thinking about computers and about learning and about putting the two together. I shall try to convey to you how I bring a child into this environment. The environment is made of ideas, of things and of people. The things include various types of turtles: computer controlled mechanical beasts which use touch sensors or eye-sight to crawl around the floor and display turtles, which live on TV-like screens where they draw in phosphor white or inmulti-color.
Planned attitude change while teaching computer literacy
Authors: Lucas William R.
Published: November 2005

All instruction, no matter how technical, has goals beyond its basic cognitive context. Attitudes and other traits are often as important as technical knowledge. The student needs a positive attitude to deal effectively with complex computer applications and should have a balanced view of the opportunities and dangers presented by the use of computers. The basic conjecture of this report is that within the environment of a computer literacy classroom student attitudes can be analyzed and systematically changed. The procedure described involves an attitude measuring instrument which was used to design specific instructional activities with well defined goals.
Articulation of computer science curricula at the community colleges and the universities
Authors: Brandeberry James E. , Friedman B. Albert , Jehn Lawrence A.
Published: November 2005

An example of a solution to the problem of a student majoring in Computer Science/Data Processing at a Community College transferring to a university and continuing his degree program will be presented. Audience participation will be encouraged.
Realism, style, and design
Authors: Freeman Peter
Published: November 2005

Although the importance of providing realistic educational experiences involving the design of software systems has been recognized in many undergraduate curricula, it is difficult to consistently do so. With the constraints of an existing curricula and a small amount of class time a course has been developed that provides a rich experience in software design, including the critical aspects of group work and programming and documentation style. The course, its goals, and main features are described and analyzed. Experience with the course is reported and the problem of evaluating such a course is discussed.
Using GPSS to teach operating systems concepts
Authors: Lamie Edward L.
Published: November 2005

Operating systems concepts are taught in many undergraduate curricula. Assignment of a student project involving the development of an operating system creates a difficult situation due to time and financial considerations. Using GPSS to simulate the behavior of the student-created operating system can diminish these problems and serve as an effective learning device. Many features and concepts can be simulated that might otherwise be ignored in a student project.
Computer-controlled display demonstrations of dynamic concepts in computer science
Authors: Levine David R.
Published: November 2005

Computer Science contains a large number of new concepts well outside most students' prior experience. An important characteristic of many of these concepts is their dynamic nature: the execution of a program, assignment of a value to a variable, change of machine state following an interrupt, convergence on a root. By using the computer itself as my demonstration apparatus, I propose to give the students personal exposure to the concepts in action. With a low-cost interactive CRT terminal and video projector, I can show various aspects of a program executing, for instance, at comparatively low investment in machine and people time.
Speech synthesis for computer assisted instruction
Authors: Sanders William R. , Benbassat Gerard V. , Smith Robert L.
Published: November 2005

The Institute for Mathematical Studies in the Social Sciences at Stanford (IMSSS) has developed a synthesis system, MISS (Microprogrammed Intoned Speech Synthesizer), designed to test the effectiveness of computer-generated speech in the context of complex CAI programs. No one method of computer controlled speech production is completely satisfactory for all the uses of computer-assisted instruction (CAI). The choice of synthesis method is strongly related to the kinds of curriculums and instructional designs that will use speech. We chose to use acoustic modelling by linear predictive coding as the method of synthesis for MISS.(1)

In Section 2 we describe criteria appropriate for organizing the comparison of voice response systems for use with instructional computers. Then we describe the particular requirements imposed by curriculums at IMSSS, review general voice synthesis techniques, and finally discuss our actual choice. In Sections 3 and 4 we outline the hardware and software that have been created to support MISS in operational CAI at Stanford.

In Section 5 we discuss the applications of audio to CAI.
On the uses of models in education
Authors: Kirbach Jürgen , Schmidt Joachim W.
Published: November 2005

Some preliminary observations may demonstrate some of man's motivation for using models: Generally science is concerned with causal systems, which are systems the states of which do not depend on future inputs to the system. It is this class of systems which is pretty well understood (differential equations, automata, deterministic or not). The purpose for engaging in science about causal systems is - besides pure curiosity - mainly to aid man's desire to behave in a goal-directed manner.

Since a modern society has a need for goal-directed behavior of its members, e.g. in problem solving, there is also the need to teach people the associated structures. They need

- to get to know existing models (knowledge),

- to learn the way models are used (methods),

- to get to know the tools for modelling (theories), and

- to be able to use strategies for developing them (science).

The introduction may give the impression that we favor a very loose use of the term “model”. This is not so, however. On the contrary since this term is so loosely used presently, it should find a refinement by explication which can be done by examining the associated structures further. That this may not be a waste of effort may have been demonstrated by the central role models play for man's goal-directed behavior.
Another look at the discrete structures course
Authors: Prather Ronald E.
Published: November 2005

Over the last several years since the introduction of B3 (Discrete Structures) into the undergraduate computer science curriculum, the course has been the subject of continuing controversy. The major difficulties later found in implementing the course were easy to foresee from the most casual reading of its original description in Curriculum '68 [1]. The necessary placement of the course in the sophomore year, the relative sophistication of the intended subject matter, and the lack of sufficient preparation of most beginning students in these areas and in appropriate computer science areas of application, all have contributed to problems in the implementation of the ACM Curriculum Committee recommendations.

We will discuss each of these problems in turn, and hope to provide new insights toward achieving a satisfactory solution.
A proposed course on data processing economics
Authors: Phister M.
Published: November 2005

Universities are often criticized for being too academic—too far removed from society's real problems. One reason for this remoteness is the academic preoccupation with analysis, despite the fact that the solution to many practical problems requires synthesis or invention. Another reason—and this is the one I want to discuss—is that faculties in science and engineering by and large are interested in the science of technology, and devote little or no time to teaching the economics of technology.

The problem is a general one and I believe it deserves attention by all scientific and engineering faculties of the university (?). It is particularly important in the computer field, where growth and change are the norm, and where we all must be careful, in making decisions, to take into account trends and directions in the economics of data processing. I propose a course entitled “Data Processing Technology and Economics” as a solution to the problems described above, and in this paper I will describe the course, which is based on a textbook I have been preparing for the past several years. The course has been taught twice: at Harvard University in the Fall Semester 1974-1975; and at the University of Sydney, in Australia, in the Michaelmas Term, ]975. However, before describing the course in detail, I would like to explain, with the help of some examples, why I believe this subject is important to the student of Computer Science.
Report on acm's activity on community and junior college curriculum career program in computer programming
Authors: Little Joyce Currie , Seeds Harice , Lenhardt Ronald , Dineen John , Maniotes John
Published: November 2005

A Workshop in Two Year College Programs in Computer Science was held August 11-13, 1975 in Gloucester Point, Virginia. Sponsored by the ACM's Special Interest Group in Computer Science Education (SIGCSE), it brought thirteen community and junior college participants together at the Virginia Institute for Marine Science (VIMS) to work toward recommendations for a two year program.

Representing ACM were Dr. Richard Austing, Chairman, SIGCSE, Associate Professor in the Computer Science Department of the University of Maryland, and Dr. Gerald L. Engel, Executive Secretary of the ACM Curriculum Committee on Computer Science (C S), Director of Computing and Statistical Services at VIMS, Dr. Bruce Barnes of the National Science Foundation also attended.

Joyce C. Little, Chairman of the ACM's Two Year College Subcommittee of C S and Professor and Chairman of the Data Processing and Computing Sciences Department at the Community College of Baltimore, served as Chairman of the Workshop.

This panel presentation, given by participants in the workshop, is the first public discussion of the material under development by this group, being chaired by Joyce Currie Little, Chairman of the Ad Hoc Subcommittee for 3 Community and Junior College Curriculum, serving under the Curriculum Committee in Computer Science (C S). Reaction to, and discussion of, the preliminary findings of this group, will been couraged from the audience.