waashk/acm huggingface dataset:
the animal algorithm animation tool in this paper, we present animal, a new tool for developing animations to be used in lectures. animal offers a small but powerful set of graphical operators. animations are generated using a visual editor, by scripting or via api calls. all animations can be edited visually. animal supports source and pseudo code inclusion and highlighting as well as precise user-defined delays between actions. the paper evaluates the functionality of animal in comparison to other animation tools. guido robling markus schuer bernd freisleben
guidelines for teaching object orientation with java  how to best teach object orientation to first year students is currently a topic of much debate. one of the tools suggested to aid in this task is bluej, an integrated development environment specifically designed for teaching. bluej supports a unique style of introduction of oo concepts. in this paper we discuss a set of problems with oo (teaching, present some guidelines for better course design and show how bluej can be used to make significant improvements to introductory oo courses. we end by presenting a description of a possible project sequence using this teaching approach.  michael kölling john rosenberg
developing teamwork through experiential learning  the purpose of this study was to investigate the effectiveness of various experiential learning activities in the development of teamwork for students studying computer information systems (cis) who work in teams to complete cis projects or case studies. empirical evidence was obtained from students after participation in ropes courses.  perceptions of satisfaction of the ropes courses were obtained from a survey on the extent participation helped build self-esteem, confidence, character, trust in others; and stimulated teamwork and cooperation with others. this was an exploratory study that presented descriptive statistics that showed a high extent of benefit from ropes courses.  in conclusion, this study is a springboard for further research to establish a conceptual model on cis teamwork for students in a cis curriculum who have participated in ropes courses versus those who have not had similar team building experiences. the findings can also help firms who want to accelerate their teamwork training to enable their professionals to perform better and faster in teams by giving them a ropes course experience.
why? when an otherwise successful intervention fails problem-based learning (pbl) has been an effective technique in developing self-directed learning and problem-solving skills in students --- especially in the medical school environment. this paper looks at some preliminary results of an ethnographic study of students in a software development environment trying to use pbl. our findings indicate that students need explicit training in group dynamics, students tend to rely excessively on existing knowledge, and they focus almost solely on product-related issues versus process-related ones. we then present some suggested improvements and future planned research. michael mccracken robert waters
how shall we manage cyberspace and its growing population?  the growing network of computer systems and its users has become a new society; it cannot exist in the absence of trust and promise, if for no other reason than because its members must be expected to abide by shared rules of behaviour. how shall we build trust without visibility? how can we reduce temptation, and much are we willing to tolerate? how shall we set rules of behavior? can we make promises about the behavior of the machines we rely on? how shall we share and apportion responsibility for mishaps and failures? how shall we recognize abuse and what shall we do with abusers? we cannot hope to answer these questions by decree, but must attempt to build consensus in vigorous and sustained discussion.  maarten van swaay
academic support vs. information support: bringing information management to the community college  traditional user support at institutions of higher education has revolved around the idea that the staff of the computer center should provide resources and consultation primarily for applications considered more traditional in nature: registration, financial aid, data processing/computer science applications such as languages (cobol, fortran, basic, jcl, etc.), computer assisted instruction (cai), and research projects which might utilize a statistical package like sas or spss. this has most certainly been true at four-year institutions and to only a lesser degree at community colleges.  however, as the number and types of user groups within the institution have become more diverse, the computer center has shifted its support away from more traditional classroom applications toward becoming an information service consultant for the institutional workforce. this has been done to acknowledge the fact that the computer center's user groups have become more diverse and many times more dependent on its support functions.  this paper will discuss some of the major issues which have accompanied this shift from academic instructional support to information services support as it has been addressed by one major community college. most notably, it will discuss: the steps taken to implement a comprehensive management information system; planning mechanisms required to implement the necessary training support for new applications, including education programs, presentational and supplemental materials, along with media and hardware support; and the use of feedback mechanisms to aid the definition and development of training programs required by this transition from traditional academic consulting to information management user services.  larry lambert jane-ellen miller
brit bits: computer science in british further education  the recent introduction of the accreditation scheme for undergraduate computer science programs has prompted increasing discussion of the curriculum within the academic computing community. various curriculum models have been proposed. this paper describes one of the national, standardized computer science curriculum syllabi used in further education colleges in britain at "a-level". this 2-year program is equivalent to 16 semester hours in an american college and covers a computer science core similar to that proposed in the acm "curriculum '78". it provides an interesting standardized model which is actually implemented in schools across britain.*  donna m. kaminski
a collaborative learning trial between new zealand and sweden-using lotus notes domino in teaching the concepts of human computer interaction this paper reports the results of a collaborative learning exercise between students at auckland institute of technology and uppsala university. the exercise was conducted using both a lotus notes domino collaborative database and electronic mail to support students working in remote groups to perform a common task. issues concerning the logistics of such an exercise, student participation and evaluations of the process, ethical considerations and the quality of the learning process are discussed. some conclusions are drawn concerning the value of group ware technology to support this form of collaborative learning, and suggestions are made for future developments. a. g.(tony) clear
computers and the law (an experimental undergraduate course)  at the challenge of some good students, the information sciences department at taylor university decided to offer an overview course on computers and their legal implications for computer science majors and others interested in such a perspective. a two hour selected topic course was offered in the spring of 1980 to computer science majors, but open to any students who have taken at least one computer science course and had performed well in it.  this paper reviews the content, successes and failures of this experimental course, with a view to assisting others who may wish to consider such an offering in the future.  r. waldo roth
personal computers are coming to campus  i have been asked to present a supplier's view of the campus computer revolution. computers are, of course, hardly new to the campus. before any bank or business ever ordered a computer, universities were already making use of them in engineering, mathematics, and sciences. university researchers were among the founders of computer technology and have contributed to most subsequent advances as well.  most of you in the audience were probably introduced to computers at a college or university. in 1960, my high school did not have a computer, so i managed to get access to 1/2 hour a week of time on an ibm 650 at columbia university. today, i still meet high school students who obtain access to computers at the local college, if their high school has inadequate facilities, and if they do not have a personal computer at home.  lawrence g. tesler
collaborative environmental education using distributed virtual environment accessible from real and virtual worlds we have designed and implemented a support system for collaborative environmental education, digitalee, which realizes distributed virtual environment accessible from real and virtual worlds. this system introduces the following diverse features into environmental education: global arguments supported by the internet, giving learners pseudo experiences by virtual reality, supplementing real natural experiences by augmented reality, and giving learners experts' valuable knowledge by distance education. shared virtual space in the distributed virtual environment is "3d virtual nature", which is a vrml world representing the real nature. learners learning through direct experiences can enter the 3d virtual nature from the real world with mobile computers, whereas experts and other participants can enter the 3d virtual nature from distant locations with their personal computers. people throughout the world can communicate with each other while sharing the same place virtually between real and virtual worlds. learners' observation, experts' knowledge, and other participants' information are continuously accumulated in the shared 3d virtual nature as vrml objects and web pages, and the world is being updated dynamically in the learning process. with these ideas, digitalee realizes a new style of environmental education such as collaborative outdoor learning supported by knowledgeable experts throughout the world and interactive virtual tours to inaccessible natural environment. masaya okada hiroyuki tarumi tetsuhiko yoshimura kazuyuki moriya
a cognitive model of learning from examples  i am working on a project involving cognitive modeling. i am currently examining some of the types of study habits that cause students to learn most effectively. for this project we are focusing on students learning introductory physics. my current goal is to investigate an existing computer program called cascade (vanlehn, jones, & chi, 1992), and evaluate its coverage of some recent psychological data on human learning. in past research cascade was able to model psychological data on the "self-explanation effect" (chi, bassok, lewis, reimann, & glaser, 1989). i intend to use cascade to explain new results (renkl, atkinson, & maier, 2000) showing how student learning can depend on the particular presentation of examples and study problems. to summarize, renkl et al. found that it is possible to increase the effectiveness of studying worked out examples, if the examples are gradually "faded" from fully worked out examples to increasingly more incomplete problems.  eric s. fleischman
computer education technology (cet)  computer education and computer based education are becoming more and more complex. the theory part is well taken care of by acm curriculum. however, the practical laboratory aspect of the acm curriculum is left wide open for individuals to decide. this leads to the widespread variations and limitations in the practicum indicating that computer science is not treated as a science, rather as an art. this problem is related to another basic problem regarding what aspect of the computer science should be treated as a science. to teach or get trained in computer science, we need to provide 'paradigms' (and not mere syntax and semantics of programming languages). the construction of paradigms is fluid at the present. there is a need to investigate the theory of 'paradigms', their construction and use in computer science.  the purpose of the panel is to identify some key aspects of 'paradigms', their nature and their application and the type of ongoing research in this direction.  n. ramasubramanian
post-mortem dump on changes, 1981-1983 (a panel discussion)  during the past two years, every university computing center has been experiencing and striving to respond to a broad spectrum of changes in their own local environments. the panalists will share their own recent experiences in the following areas:  an expanding user audience  evolving computer systems  changing organization structure  the discussion will focus on viewing the stimulus of change as a positive force, providing opportunities for creative and innovative solutions, for re- thinking of roles and responsibilities, and for re-evaluating institutional procedures and structures.  alice howard
the management of end user computing  end users can be classified into six distinct types. each of them needs differentiated education, support, and control from the information systems function. to support a large number of their applications a new computing environment, "the third environment" must be developed by information systems (i/s) management. close attention must also be paid by i/s management to the need to involve "functional support personnel" (end users in each functional area who spend most of their time programming and aiding other end users) in the i/s end user management process.  john f. rockart lauren s. flannery
a special learning environment for repeat students in 1997, surveys of a group of introductory programming students, in a class with a predominance of repeat students (i.e., students who had previously failed the subject), provided an opportunity to establish a profile of the weakest students. these students were the "alienated" ones who had not wanted to do this course in the first place, had little motivation to learn programming, and were characterised by poor class attendance and low work output. in 1998 a new learning environment, tailored to these students' special needs, was implemented to encourage them to achieve success. improvement was observed in many aspects of the learning behaviour of these students. judy sheard dianne hagan
technology transfer macro-process: a practical guide for the effective introduction of technology  in our efforts to increase software development productivity, we have worked to introduce numerous software development techniques and technologies into various target organizations. through these efforts, we have come to understand the difficulties involved in technical transfer. some of the major hurdles that these organizations face during technical transfers are tight schedules and budgets. we have made efforts to lighten this load by using various customization techniques and have defined an overall process called the technology transfer macro-process that we can use to introduce a wide variety of software development techniques and technologies into a target organization.  this paper introduces this simple and practical process along with important methods and concepts such as the process plug-in method and the process warehouse, for the introduction of new tools, technologies, and processes within an organization. the issue of initial productivity loss will also be discussed and a suggestion on how to avoid this will be made. these methods have been successfully used to introduce object-oriented technology (oot) into actual development projects and have helped to increase overall productivity within the target development organizations.  tetsuto nishiyama kunihiko ikeda toru niwa
the role of certification in fostering professional development in the field of computing  the institute for the certification of computer professionals (iccp) currently offers programs for two certificates, the certificate in data processing (cdp) and the certificate in computer programming (ccp). other programs are under development by the institute. all these programs are designed to foster development of a computing profession within which high standards of knowledge, performance and conduct are maintained.  testing and certification provide an effective means of recognizing those individuals who have attained a level of excellence in their knowledge and experience in a field. achievement of a current certificate provides these individuals with an incentive for the continuing education and professional growth necessary in an area experiencing the rapid development of the field of computing. preparation for certification may be more flexibly organized than the preparation required for traditional academic degrees. these factors combine to make the programs of the iccp a potentially important influence in the continuing professional education of many working in the applied areas of the field of computing.  j. r. sopka
organizational power and the information services department  a theory of intraorganizational power is discussed and applied to the information services department. the results of a study of the power of five departments in 40 manufacturing plants is presented. hypotheses about the levels of power of information processing are not supported by the findings; however, the power theory in general does receive support.the information- services department is perceived as having low levels of power and influence in the organization: reasons for this unexpected finding are discussed. the paper suggests several explanations for the results and possible problems in the organization. recommendations to senior management and the information- services department are offered.  henry c. lucas
on-campus cooperative education  in the past, on-site cooperative education has been the primary means of providing practical experience for computer science students. on-campus cooperative education is proposed as a viable alternative. this paper describes on-campus cooperative education as practiced at byu. advantages and disadvantages for the sponsoring company, university, students, faculty, and company personnel involved are also presented. the last part of the paper describes several guidelines which, if followed, should improve the educational experience.  scott n. woodfield gordon e. stokes vern j. crandall
evolution of an organizational interface: the new business department at a largeinsurance firm  this paper describes how the work organization and computer system of the new business department at a large life insurance firm have interacted and evolved over time. the dynamics of interaction are explained largely in terms of the economic incentive to reduce the length of transaction-processing chains and the more political goal of extending managerial control. it is argued that examining the interaction of organizations and computer systems can contribute to a better theoretical understanding of the development of large computer systems and offer guidance to designers of user-computer interfaces. a graphical technique for depicting organizational interfaces is presented.  andrew clement c. c. gotlieb
the university of south carolina computer science institute  the continuing deficit of computer related specialties is a cause for concern in the state of south carolina. this deficit could be reduced if the two and four year colleges in the state offered more computer related courses to their students. most of these colleges lack the appropriately trained faculty. in an effort to retrain existing faculty, a university of south carolina computer science institute was established in the summer, 1979. the primary goals of the institute are to upgrade the computer science competency of existing faculty, to utilize these newly trained faculty members to meet local demand for undergraduate instruction in computer related courses, and to conduct the institute in a manner that allows statewide cooperation. thus, participating colleges, knowing their own needs, will be able to integrate computer related courses into their programs of study. the larger colleges will be able to offer baccalaureate programs with a major in computer science, and the smaller ones can offer two year certificate or training programs.  d. j. codespoti j. c. bays
cross-training of student consultants  this paper describes the training sessions developed at syracuse university academic computing services to train the student consultants who work at one of five remote sites around campus. students must consult on any number of questions involving both mainframes and microcomputers. there are several different systems and many software packages which the consultants must also be familiar with.  most student consultants will choose to work at either a microcomputer or a mainframe site, though some will chose hours at both types of sites. for these students cross training is essential. since there are often times when students must find someone to replace them when they are unable to work, it is desirable to have a large group of students who know enough about each site to work there effectively.  agnes a. hoey
educating computer people about people & computers: report on conference panel, hci'95, huddersfield this report describes a panel session on hci education held at the hci'95 conference. during the debate, expert views were expressed about many of the key issues affecting hci teachers today, including: how can educators cope with the flood of new hci ideas? should hci be fully integrated into software engineering courses or taught in specialist modules? what are the core elements of hci that all students should learn? there are perceived cultural differences in hci teaching in the uk, usa and scandinavia --- are these differences real and are they important? should we be sharing educational materials? can hci design be taught or are creative designers born not bred? philip j. a. scown barbara mcmanus
advising incoming cs students for what lies ahead  in the mid 1980's freshmen at two universities were surveyed and their responses about computer science courses were compared with their responses about other freshmen courses…students were more likely to report reality shock, confusion, control attempts, anger, and withdrawal in their computing courses than in other courses [1]. today computer science departments still experience some of the highest dropout rates of all disciplines with a range from 25% to over 50% attrition by the end of the first year. this panel was formed to discuss the various advising methods used by schools to attempt to prepare the students for the rigors of what their first year experience in computer science courses will involve. helping the student understand what will be required of them goes a long way toward assuring the students success in the computer science major. can more be done? are any schools doing innovative approaches to this problem?  robert bryant george hauser terry scott sherri shulman
rtp: a transport layer implementation project  this paper describes a project for use in computer networks courses, implementation of the reliable transport protocol (rtp), that gives students hands-on experience with network protocol concepts and construction.  lecture topics such as the protocol layering model, sliding window protocols, packet formats and headers, techniques for establishing and closing connections, and udp sockets programming are all driven home via first-hand experience. students gain general programming and debugging experience on a realistic, event-driven, asynchronous application as well, and necessarily exercise their knowledge of algorithms and data structures.  brad richards