waashk/acm huggingface dataset:
an organizer for project-based learning and instruction in computer science the computer science (cs) educational community has recently realized the potential of project-based learning (pbl) in cs education. the new cs curriculum for high school students in israel consists of 3 to 5 courses --- one of which requires a final project instead of the traditional final examination. pbl demands many changes in students' learning habits and requires new instructional methodology. this paper presents the rational and objectives of a pbl organizer that was specifically designed for a project oriented logic programming high school course. the pbl organizer gradually supports both students and teachers in project development processes. zahava scherz sarah polak
computer literacy objectives for college faculty  the personal computer has had an enormous impact on our society during its short life span. microcomputer sales are soaring; costs continue to decrease putting the computer within the reach of nearly everyone. schools have rapidly begun to acquire hardware and software to aid teachers in the educational process. the infusion of computers into the schools extends upward into higher education. college faculty are becoming increasingly aware that the computer is going to have some impact in every discipline. the fact that computer literacy objectives are being established for students in many institutions makes faculty even more aware that they, too, must become computer literate. in trying to meet the literacy needs of faculty some questions arise: what is computer literacy? what should the content of a faculty computer literacy program be? how much is enough? who will provide for the computer education of faculty? the purpose of this paper is to provide answers to some of these questions.  janet d. hartman
the computer software products industry in the '80s  the computer software products industry (sometimes called the independent packaged software industry) is composed of those companies which sell predefined and prepackaged computer software to the computer user community at large. today software represents a major bottleneck in the further rapid spread of computers. the computer software products industry is poised in a crucial position with the chance of playing a pivotal role in eliminating this bottleneck. the overall purpose of this panel will be to discuss the various ways in which this industry is beginning to meet the challenge.  today the industry consists of essentially three groups. the first consists of the mainframe manufacturers. for example it is estimated that last year ibm sold &amp;dollar;1.5 billion dollars of software or approximately 5% of its gross annual revenue. this figure should be compared with the total sales of the independent companies which is estimated to be around &amp;dollar;1 billion. the second major group consists of those companies which are either totally devoted to software products or else they have substantial divisions devoted to software products. in addition these companies have major marketing forces which are nationally distributed. the larger ones are listed below along with their revenues from software product sales in 1980.  ellis horowitz
a componentized architecture for dynamic electronic markets  the emergence and growing popularity of internet-based electronic market- places, in their various forms, has raised the challenge to explore genericity in market design. in this paper we present a domain-specific software architecture that delineates the abstract components of a generic market and specifies control and data-flow constraints between them, and a framework that allows convenient pluggability of components that implement specific market policies. the framework was realized in the gem system. gem provides infrastructure services that allow market designers to focus solely on market- issues. in addition, it allows dynamic (re)configuration of components. this functionality can be used to change market-policies as the environment or market trends change, adding another level of flexibility to market designers and administrators.  benny reich israel ben-shaul
casablanca: designing social communication devices for the home  the casablanca project explored how media space concepts could be incorporated into households and family life. this effort included prototypes built for the researchers' own home use, field studies of households, and consumer testing of design concepts. a number of previously unreported consumer preferences and concerns were uncovered and incorporated into several original prototypes, most notably scanboard and the intentional presence lamp. casablanca also resulted in conclusions about designing household social communication devices.  debby hindus scott d. mainwaring nicole leduc anna elizabeth hagström oliver bayley
digital media and the law  over the past two years, i have written seven "legally speaking" columns and one feature article for communications about legal issues affecting computing professionals. these writings have covered an array of legal topics including: criminal and civil liability for hackers who breach computer security systems; first amendment issues arising in computing or electronic publishing markets; intellectual property issues, such as patent protection for computer program algorithms; copyright protection for look and feel of user interfaces; what the user interface design field thinks about such protection, and various theories by which a firm might claim to own interface specification information for software systems.  pamela samuelson
authentic assessment through electronic portfolios  portfolios are quickly winning favor as a form of authentic assessment at all levels of education. this paper discusses efforts to develop an electronic portfolio assessment strategy as a graduation requirement for all undergraduate students at northwest missouri state university. the author explains early efforts of an electronic portfolio pilot project and presents data analysis in the form of student responses to an opinion survey. the conclusions include projections about full implementation of an electronic portfolio assessment strategy at the university level.  gary ury pat mcfarland
exposure, knowledge or skill the computer literacy dilemma  there was a time when computer knowledge was so esoteric that only specialists needed to be educated. only large organizations had computers and skills were needed only by the professional staff. now the scene has changed. computers are being used in the smallest of firms. today there are millions of computers in homes, and there are offices with more computers and/or terminals than employees. there is some possibility that in the future all financial transactions and much shopping will be done by computer.  thus it is obvious that computer literacy is needed by all people. the question is not whether but rather what kind of education is required. there are three levels of understanding that may be imparted in education. one can teach a subject to the level of a basic understanding or general knowledge. or one can provide detailed knowledge. finally, one can develop in the student the ability to make skillful use of the subject area. music appreciation, counterpoint and private vocal lessons illustrate the differences in one field of study.  in curriculum development in business we tend to solve the question of depth of knowledge this way. all students are required to have a general understanding of the business core and a detailed knowledge of a major field. in addition, we expect that skills be developed in communications and quantitative methods. we carried over this pattern into data processing. however, we didn't know whether dp was a quantitative area requiring skill development or not. thus we have introduction to data processing courses that develop a programming skill in some language and others that just talk about programming but don't do any of it. there is substantial disagreement among educators as to the correct course of action. this lack of agreement, as well as a belated entry into dp education, has resulted in a limited and uneven computer education in colleges of business. our graduates vary from computer illiterate to very skillful user. what to do about this situation is the focus of this study.  theodore c. willoughby
alternatives to teaching introductory short courses  as the number of new computer users grows, it becomes increasingly difficult to give introductory short courses to everyone. in the past, we have dealt with this by offering more and more sections each semester. when all the sections fill up, we schedule an additional section (and end up, it seems, teaching all the time). even then, people come to other short courses without the "introduction to timesharing" prerequisite; or they say, "i couldn't fit any of your 5 sections into my schedule."  to alleviate the pressures of teaching many sections (and to allow our students even more scheduling freedom), we at suacc have tried several alternatives, such as tutorial programs and more printed material. this paper describes some of the alternatives and combinations of alternatives we have experimented with. some were successful, some not. while we are still experimenting, we have found a combination which seems to please the students, while saving staff time.  john thorton
fair electronic cash withdrawal and change return for wireless networks  we propose a practical mobile electronic cash system that combines macro and micropayment mechanisms and offers very high security and user's privacy protection. notably, we have developed an innovative fair withdrawal and change return protocols, which are efficient and preclude any fraudulent misbehaviors, while user anonymity and transaction unlinkability are preserved. coins are withdrawn if, and only if payer's account is debited. change is returned to an anonymous payer, who gets it always but only if she is entitled to receive it. wiretapping of even all channels does not yield a valid coin, and a payment can not be deposited at the account of another payee. lost or stolen coins are blacklisted immediately and their value is recovered. no cooperation of dishonest participants gives any advantage. a prototype implementation proved that the system is efficient and convenient.  robert tracz konrad wrona
little engines that could: computing in small energetic countries  how do very small countries, here defined as having fewer than 10 million people, find places for themselves in the information technologies (it) arena? does success require accommodation in the global it regime that often seems dominated by the u.s. and japan? do the little countries scurry around, like birds among the lions and other predators looking for scraps? are they relegated to second tier "appropriate technologies," or do they operate in the mainstream?  j. l. dedrick s. e. goodman k. l. kraemer
bandwagons considered harmful, or the past as prologue in curriculum change the field of computer science changes rapidly, and this change occurs as well in the introductory curriculum. formerly advanced topics filter down to the first year, and even to secondary school; some topics disappear completely. these changes are good---they indicate a dynamic discipline and a still- emerging picture of the field's fundamental principles. but we must not let our revolutionary zeal blind us to the pedagogical need and conceptual value of time-tested material. many topics and approaches that are well understood and now unfashionable should retain their place in the introductory curriculum, where they serve as intellectual ballast, foundation, and motivation for the more current and trendier content. we argue here for balance: that radical change be tempered by an appreciation for the place of long-standing approaches and underlying fundamentals. those advocating curricular change must articulate their educational goals fully and consider explicitly what effect on those goals they expect the change to have; they must not throw the baby out with the bathwater. david g. kay
web-based multimedia tools for sharing educational resources  many educational resources and objects have been developed as java applets or applications, which can accessed by simply downloading them from various repositories. it is often necessary to share these resources in real time, for instance when an instructor teaches remote students how to use a certain resource explains the theory behind it. we have developed some tools for this purpose that emulate a virtual classroom, and are primarily designed for synchronous sharing of resources. they enable participants to share java objects in real time and also allow the instructor to dynamically manage the telebearing session.  shervin shirmohammadi abdulmotaleb el saddik nicolas d. georganas ralf steinmetz
information ethics in a responsibility vacuum the authors start with the premise that the field of information technology is not a "profession," because it is missing some of the defining characteristics of a profession. in particular, the authors claim the field is impotent in terms of certification and meaningful sanctions for unprofessional behavior. furthermore, unlike "true" professions, leadership (with the frequent exception of it in academia) is more often than not in hands of someone who has not come "up through the ranks" and therefore does not enjoy peer status.handicapped by lack of credentialing, the inability to deal effectively with unprofessional behavior, and non-peer leadership, the resulting power vacuum has led to a responsibility vacuum, which in turn complicates issues of information ethics.the authors then argue that the it field, whatever it considers itself to be, or is perceived by society to be, has a responsibility to society to disclose its position on ethical issues: to proclaim or disclaim such positions if there is consensus or acknowledge disagreement within the field in the absence of consensus. specifically, there arises as societal obligation to "own up" to the realities of our not being a profession and such implications as our inability to deal with unprofessional behavior.the authors conclude that information ethicists must not only assist the field in identifying ethical issues and formulating appropriate positions, but they must also lobby the field regarding the importance of keeping society informed on the existence, non-existence, or evolution of such positions; and directly alert society, on behalf of the field, to the existence, non-existence, or evolution of such positions. in particular, the authors assert that any progress the field can make in resolving ethical jurisdiction---who gets to have say in matters of information ethics---will have an immense positive impact on the future of information ethics, contribute significantly to progress in matters of legal jurisdiction, and may even assist the field in resolving its identity. james l. linderman william t. schiano
introducing knowledge-based projects in a systems development course  due to recent advances in knowledge-based systems technology it is suggested that students in a systems development course be given exposure to the concept of designing and implementing knowledge-based systems.  the purpose of this paper is to describe the objective, scope, methods and procedures of knowledge-based projects. the first half of the paper introduces the knowledge-based approach and describes the structure and components of such a system. the second half of the paper deals with course design procedures. the scope, topics, project characteristics and experiences pertaining to such a project are covered here.  a practical knowledge-based systems development life cycle (ksdlc) is also proposed for use in such a course. it is a suitable methodology as it resembles the traditional systems development life cycle.  vijay kanabar
a new instructional environment for beginning computer science students  at the computer science conference in st. louis in february, 1981, there were 34 job offers for each phd and 12 for each bachelors candidate.  these figures come as no surprise to those of us who teach undergraduate computer science courses. where we once taught beginning classes of 30, we are performing before lecture sections of 250.  this short paper reports on an innovative introductory computer science course which attempts to make more productive use of faculty and teaching assistant time.  nell dale david orshalick
interaction processes in network supported collaborative concept mapping this study investigated group interaction processes in network supported collaborative concept mapping, and the influence of these group interaction processes upon the group concept mapping performance. a total of 36 in-service teachers and pre-service student teachers engaged in this study. it was found that group concept mapping performance was significantly correlated to the quantity of group interaction, particularly high-level interaction processes. suggestions for a further improvement in the system design to support collaborative concept mapping are also provided in this paper. chiung-hui chiu chun-chieh huang wen-tsung chang tsung-ho liang
an educational project in computer science for primary and high school we analyze four different points of view in the teaching of computer science at school, taking into account the aims of institutions, i.e, computer sciences as a formative, operational, informative and pedagogical tool.we present a particular experience that links the four points of view proposed in a curriculum for primary and high school. this is the result of a two year work developed under a project between our research group, ine, and a private institution of our city. we believe our approach is quite original because these four points of view were traditionally considered as opposites. marcelo zanconi norma moroni perla señas
an experimental system for computer science instruction  a number of educational institutions of the world offer academic programs in computer science for undergraduate and graduate students. many of these programs have used a medium sized to large computer system as a facility for the students. there is a need for a system in which the students have full access to the machine in terms of hardware and software details. most commercial systems do not normally provide this information. in this paper we describe an experimental system designed and built at i.i.t., madras, which is used for illustrating several concepts in machine organization, computer architecture, operating systems distributed computing etc.. present use of the system for computer science instruction is identified and proposed applications are indicated.  r. kalyana krishnan a. k. rajasekar c. s. moghe
promoting computer software intellectual property right in computer science education computer software intellectual property right (ipr) protection has become an important issue of universal concern. this paper, based on a survey conducted in five chinese universities reveals the importance of teaching the subject of computer software ipr to computer science students. the paper discusses the development of educational material that highlights the technical, cultural, legal and regulatory, and business factors related to computer software ipr. it also proposes an educational program for enhancing ipr protection, which can be incorporated into the undergraduate and graduate curricula of computer science. lan yang zhiqiang ding
log on education: quick, where do the computers go?  history has dealt computer and information science a special role in the inevitable restructuring of the educational system in the united states. in the coming decade computing and information technology will be the backbone of the most significant change in education in over 100 years. rather than being an adjunct to learning and teaching, technology is facilitating a fundamental re-thinking of what should be learned and how. such changes present the communications readership with a unique opportunity and a serious responsibility. toward meeting this challenge, in this column i will address some key issues in education and technology. for example, this first column examines how our basic notion of what needs to be learned is changing, and how this affects the ways in which technology is used. subsequent columns will explore topics such as "programming's role in learning," "multi-media, and nationwide, computer-based," testing.  elliot soloway
introducing the project/process evaluation and development framework (poster session)  many software projects fail. the main reason they fail is that people don't understand them well enough to make them succeed. the project/process evaluation and development framework (pedf) allows both customers and developers to understand their project and its process. it allows them to understand what they're doing, why it's supposed to work (or why it won't work), and how to modify it to make it more successful.  daniel a. rawsthorne
a "hands-on" approach to computer literacy  computer science departments face an overwhelming demand from the university community for computer literacy courses. in 1982 at rutgers university we began to offer a "hands-on" literacy course for non-computer science majors. the students learn the rudiments of basic, study "how the computer works" by learning a small pseudo-assembly language and experiment with a variety of applications software packages. applications include text processing, modelling, game playing, cai and spreadsheets. our experiences with this course have been positive, although the logistics of handling 960 students per semester are formidable.  barbara g. ryder
the successful information center: what does it take?  the growth of end-user computing is one of the most important trends in information systems today. organizations are increasingly turning to information centers to facilitate and coordinate these activities. this paper reports the results of a field survey of information center managers. it attempts to identify major successes and problems that are faced by these managers. it also aims to define critical success factors for such centers. the paper concludes with recommendations on how firms can apply the results of the study to their own situations.  robert l leitheiser james c wetherbe
metacognitive awareness utilized for learning control elements in algorithmic problem solving  students who demonstrate high self-explanation ability show advanced metacognitive awareness of their own problem solving process. this awareness can be utilized to reveal and apply control elements they experience during problem solving. in this paper we present a study of capitalizing on student awareness for developing their control competence during algorithmic problem solving. we describe the rational for our study, illustrate the learning process through an initial problem solving activity, and show the outcome of this learning.  david ginat
lessons learned: tips from conducting an nsf faculty enhancement workshop the authors have conducted for each of the past three summers a workshop for faculty who have taught or are scheduled to teach an upper level undergraduate course in artificial intelligence. this paper describes problems the organizers have encountered and ways in which they have attempted to address them. the hope is that others designing and implementing similar workshops can benefit from these "lessons learned". r. aiken g. ingargiola j. wilson d. kumar r. thomas
a capstone course for a computer information systems major  this paper describes the current form and organization of humboldt state university's cis 492: systems design and implementation, the capstone course for the computer information systems (cis) major. since spring 1998, this course has combined a team programming experience on a large-scale database project with discussions of a software engineering classic, frederick brooks jr.'s "the mythical man month"[1]. students seem to find this combination valuable, and it is hoped that this paper can impart some useful ideas to others in designing a cis/mis capstone course.