• What is web science and why is it important to CSE (Seite 1 - 2) (Wendy Hall) (2008)
• Scalable apprenticeships - reconnecting students through technology (Seite 3 - 4) (Philip D. Long) (2008)
• Neither rocket science nor washing machine science, but computer science (Seite 5 - 6) (Roger D. Boyle) (2008)
• ROSE - a repository of education-friendly open-source projects (Seite 7 - 11) (Andrew Meneely, Laurie A. Williams, Edward F. Gehringer) (2008)
• Automatic creation of indexed presentations from classroom lectures (Seite 12 - 16) (Paul E. Dickson, W. Richards Adrion, Allen R. Hanson) (2008)
• Question answering from lecture videos based on an automatic semantic annotation (Seite 17 - 21) (Stephan Repp, Serge Linckels, Christoph Meinel) (2008)
• An open integrated exploratorium for database courses (Seite 22 - 26) (Peter Brusilovsky, Sergey A. Sosnovsky, Danielle H. Lee, Michael Yudelson, Vladimir Zadorozhny, Xin Zhou) (2008)
• Databases, non-majors and collaborative learning - a ternary relationships (Seite 27 - 31) (Don Goelman) (2008)
• Using accessible digital resources for teaching database design - towards an inclusive distance learning proposal (Seite 32 - 36) (Lourdes Moreno, Ana Iglesias, Elena Castro, Paloma Martínez) (2008)
• ClockIt - collecting quantitative data on how beginning software developers really work (Seite 37 - 41) (Cindy Norris, E. Frank Barry, James B. Fenwick Jr., Kathryn Reid, Josh Rountree) (2008)
• Teaching an object-oriented CS1 - - with Python (Seite 42 - 46) (Michael H. Goldwasser, David Letscher) (2008)
• Evaluating OO example programs for CS1 (Seite 47 - 52) (Jürgen Börstler, Henrik Bærbak Christensen, Jens Bennedsen, Marie Nordström, Lena Kallin Westin, Jan Erik Moström, Michael E. Caspersen) (2008)
• Reductive thinking in a quantitative perspective - the case of the algorithm course (Seite 53 - 57) (Michal Armoni) (2008)
• Jenuity - a lightweight development environment for intermediate level programming courses (Seite 58 - 62) (Martin van Tonder, Kevin Naude, Charmain Cilliers) (2008)
• Teaching computer aided software engineering at the graduate level (Seite 63 - 67) (Marcelo Jenkins) (2008)
• A set of tools to teach compiler construction (Seite 68 - 72) (Akim Demaille, Roland Levillain, Benoît Perrot) (2008)
• Student use of the PeerWise system (Seite 73 - 77) (Paul Denny, Andrew Luxton-Reilly, John Hamer) (2008)
• Assessment and comparison of local and global SW engineering practices in a classroom setting (Seite 78 - 82) (Dragutin Petkovic, Gary D. Thompson, Rainer Todtenhoefer) (2008)
• A tablet-based paper exam grading system (Seite 83 - 87) (Aaron Bloomfield, James F. Groves) (2008)
• Assessing students' practice of professional values (Seite 88 - 92) (Ursula Fuller, Bob Keim) (2008)
• Electronic voting on-the-fly with mobile devices (Seite 93 - 97) (Margarita Esponda) (2008)
• How to teach semantic web? - a project-based approach (Seite 98 - 102) (Belén Díaz-Agudo, Guillermo Jiménez-Díaz, Juan A. Recio-García) (2008)
• Exploring accessibility and visibility relationships in java (Seite 103 - 108) (James H. Cross II, T. Dean Hendrix, David A. Umphress, Larry A. Barowski) (2008)
• A graphics-based approach to data structures (Seite 109 - 113) (Sarah Matzko, Timothy A. Davis) (2008)
• A data type to exploit online data sources (Seite 114 - 118) (Matthew Thornton, Stephen H. Edwards) (2008)
• Teaching students to develop thread-safe java classes (Seite 119 - 123) (Alan David Fekete) (2008)
• Test-driven development in education - experiences with critical viewpoints (Seite 124 - 127) (Sami Kollanus, Ville Isomöttönen) (2008)
• An environment for supporting active learning in courses on language processing (Seite 128 - 132) (José Luis Sierra, Ana M. Fernández-Pampillón Cesteros, Alfredo Fernández-Valmayor) (2008)
• Hypertextbooks and a Hypertextbook authoring environment (Seite 133 - 137) (Rockford J. Ross) (2008)
• VDE - an emulation environment for supporting computer networking courses (Seite 138 - 142) (Michael Goldweber, Renzo Davoli) (2008)
• Spamulator - the Internet on a laptop (Seite 142 - 147) (John Aycock, Heather Crawford, Rennie deGraaf) (2008)
• Building an economical VR system for CS education (Seite 148 - 152) (Joel C. Adams, Joshua Hotrop) (2008)
• Virtual chat in an enquiry-based team project (Seite 153 - 157) (Adrian Albin-Clark) (2008)
• A development environment for distributed synchronous collaborative programming (Seite 158 - 162) (Kristy Elizabeth Boyer, August A. Dwight, R. Taylor Fondren, Mladen A. Vouk, James C. Lester) (2008)
• Group work support for the BlueJ IDE (Seite 163 - 168) (Kasper Fisker, David McCall, Michael Kölling, Bruce Quig) (2008)
• Perceived behavior control and its influence on the adoption of software tools (Seite 169 - 173) (Ronit Ben-Bassat Levy, Mordechai Ben-Ari) (2008)
• Sorting out sorting - the sequel (Seite 174 - 178) (David Furcy, Thomas L. Naps, Jason Wentworth) (2008)
• Engaging with computer science through magic shows (Seite 179 - 183) (Paul Curzon, Peter W. McOwan) (2008)
• Cognitive dimensions questionnaire applied to exploratory algorithm design (Seite 184 - 188) (Chris J. Martin, Janet M. Hughes) (2008)
• The «instructed-teacher» - a computer science online learning pedagogical pattern (Seite 189 - 193) (Matt Bower) (2008)
• Experiences with a synchronous virtual classroom in distance education (Seite 194 - 198) (Herman Koppelman, Harald P. E. Vranken) (2008)
• A distance learning approach to teaching eXtreme programming (Seite 199 - 203) (Christian Murphy, Dan B. Phung, Gail E. Kaiser) (2008)
• Distributed application launching for high quality graphics in synchronous distance education (Seite 204 - 208) (J. Mark Pullen, Jim X. Chen) (2008)
• Going SOLO to assess novice programmers (Seite 209 - 213) (Judy Sheard, Angela Carbone, Raymond Lister, Beth Simon, Errol Thompson, Jacqueline L. Whalley) (2008)
• Teaching software quality assurance by encouraging student contributions to an open source web-based system for the assessment of programming assignments (Seite 214 - 218) (Olly Gotel, Christelle Scharff, Andrew Wildenberg) (2008)
• Towards generic and flexible web services for e-assessment (Seite 219 - 224) (Mario Amelung, Peter Forbrig, Dietmar Rösner) (2008)
• SRec - an animation system of recursion for algorithm courses (Seite 225 - 229) (J. Ángel Velázquez-Iturbide, Antonio Pérez-Carrasco, Jaime Urquiza-Fuentes) (2008)
• Concurrent CS - preparing students for a multicore world (Seite 230 - 234) (Daniel J. Ernst, Daniel E. Stevenson) (2008)
• A gentle introduction to mutual recursion (Seite 235 - 239) (Manuel Rubio-Sánchez, Jaime Urquiza-Fuentes, Cristóbal Pareja-Flores) (2008)
• An internet role-game for the laboratory of network security course (Seite 240 - 244) (Luigi Catuogno, Alfredo De Santis) (2008)
• Wu's castle - teaching arrays and loops in a game (Seite 245 - 249) (Michael Eagle, Tiffany Barnes) (2008)
• Teaching game programming using XNA (Seite 250 - 254) (Joe Linhoff, Amber Settle) (2008)
• Learning through creating learning objects - experiences with a class project in a distributed systems course (Seite 255 - 259) (Cristina L. Abad) (2008)
• Course management with TrucStudio (Seite 260 - 264) (Michela Pedroni, Manuel Oriol, Bertrand Meyer, Enrico Albonico, Lukas Angerer) (2008)
• Improving student performance using automated testing of simulated digital logic circuits (Seite 265 - 270) (Zachary Kurmas) (2008)
• Dangers of a fixed mindset - implications of self-theories research for computer science education (Seite 271 - 275) (Laurie Murphy, Lynda Thomas) (2008)
• Tutoring model for promoting teaching skills of computer science prospective teachers (Seite 276 - 280) (Noa Ragonis, Orit Hazzan) (2008)
• A taxonomy of task types in computing (Seite 281 - 285) (Matt Bower) (2008)
• Creativity as a pathway to computer science (Seite 286 - 290) (Maria Knobelsdorf, Ralf Romeike) (2008)
• Computer-science education as a cultural encounter - a socio-cultural framework for articulating learning difficulties (Seite 291 - 295) (Yifat Ben-David Kolikant) (2008)
• What are information technology's key qualifications? (Seite 296 - 300) (Christina Dörge, Carsten Schulte) (2008)
• Enhancing the general background of CS students through a computing history course (Seite 301 - 305) (Paolo Giangrandi, Claudio Mirolo) (2008)
• Comparing capacity building frameworks for computer science education in underdeveloped countries - an Asian and African perspective (Seite 306 - 310) (Jandelyn D. Plane, Isabella Venter) (2008)
• Practical tips for creating podcasts in higher education (Seite 311 - 311) (Jakki Sheridan-Ross, Andrea Gorra, Janet Finlay) (2008)
• Providing a Seminar++ - innovation seminars (Seite 312 - 312) (Guido Rößling) (2008)
• An introduction to problem equivalence with combinatorics (Seite 313 - 313) (Manuel Rubio-Sánchez) (2008)
• JLS - a pedagogically targeted logic design and simulation tool (Seite 314 - 314) (David A. Poplawski, Zachary Kurmas) (2008)
• Using DLSim 3 - a scalable, extensible, multi-level logic simulator (Seite 315 - 315) (Richard M. Salter, John L. Donaldson) (2008)
• Teaching push-down automata and turing machines (Seite 316 - 316) (Cesar García-Osorio, Iñigo Mediavilla-Sáiz, Javier Jimeno-Visitación, Nicolás García-Pedrajas) (2008)
• A tool for teaching LL and LR parsing algorithms (Seite 317 - 317) (Cesar García-Osorio, Carlos Gómez-Palacios, Nicolás García-Pedrajas) (2008)
• Eclipse as a teaching tool (Seite 318 - 318) (Dwight Deugo) (2008)
• A sudoku game for people with motor impairments (Seite 319 - 319) (Stéphane Norte, Fernando G. Lobo) (2008)
• Java projects motivated by student interests (Seite 321 - 321) (Mirela Djordjevic) (2008)
• Using eclipse in the classroom (Seite 322 - 322) (Dwight Deugo) (2008)
• Cooperative learning in operating systems laboratory (Seite 323 - 323) (Jorge E. Pérez, Javier García Martín, Isabel Muñoz Fernández) (2008)
• Extending moodle for collaborative learning (Seite 324 - 324) (Francesco Di Cerbo, Gabriella Dodero, Giancarlo Succi) (2008)
• Digital CS1 study pack based on Moodle and Python (Seite 325 - 325) (Atanas Radenski) (2008)
• A python graphics package for the first day and beyond (Seite 326 - 326) (Michael H. Goldwasser, David Letscher) (2008)
• Greenfoot - a highly graphical ide for learning object-oriented programming (Seite 327 - 327) (Michael Kölling) (2008)
• Web-CAT - automatically grading programming assignments (Seite 328 - 328) (Stephen H. Edwards, Manuel A. Pérez-Quiñones) (2008)
• Digital topology java applet (Seite 329 - 329) (Carmen Escribano, Antonio Giraldo, María Asunción Sastre, Mario Trotta) (2008)
• The future of ITiCSE (Seite 331 - 332) (Lillian (Boots) Cassel) (2008)
• Scrambling for students - our graduates are sexier than yours (Seite 333 - 334) (Alison Young, Arnold Pears, Pedro de Miguel Anasagasti, Ralf Romeike, Michael Goldweber, Michael Goldwasser, Vicki L. Almstrum) (2008)
• The use of role play to simulate a tethered swarm of robots for urban search and rescue (USAR) (Seite 335 - 335) (Adrian Albin-Clark, Thumatty R. Vishnu Arun Kumar) (2008)
• Webreg - an online system for registration and grade distribution (Seite 336 - 336) (Erwin Aitenbichler, Guido Rößling) (2008)
• Computing research methods multi-perspective digital library - a call for participation (Seite 337 - 337) (Anne Gates Applin, Hilary J. Holz) (2008)
• Designing offline computer science activities for the korean elementary school curriculum (Seite 338 - 338) (SookKyoung Choi, Tim Bell, Soo Jin Jun, Won-Gyu Lee) (2008)
• Learning object oriented programming - unique visualizations of individuals learning styles, activities and the programs produced (Seite 339 - 339) (Christopher J. Burrell) (2008)
• Teaching SQL - a case study (Seite 340 - 340) (Carlos Pampulim Caldeira) (2008)
• What is masters level education in informatics? (Seite 341 - 341) (Michael E. Caspersen, Lillian N. Cassel, Gordon Davies, Arnold Pears, Stephen Seidman, Heikki Topi) (2008)
• Evaluating the extent to which sociability and social presence affects learning performance (Seite 342 - 342) (Terence Charlton, Lindsay Marshall, Marie Devlin) (2008)
• Adopting pen-based technology to facilitate active learning in the classroom - is it right for you? (Seite 343 - 343) (Archana Chidanandan, Shannon M. Sexton) (2008)
• What students say about gender in hiring software professionals (Seite 344 - 344) (Donald Chinn, Tammy VanDeGrift) (2008)
• Complecto mutatio - teaching software design best practices using multi-platform development (Seite 345 - 345) (Randy W. Connolly) (2008)
• A software development course for CC2001 - the third time is charming (Seite 346 - 346) (John F. Dooley) (2008)
• A computer-based test to raise awareness of disability issues (Seite 347 - 347) (John Gray, Gill Harrison, Andrea Gorra, Jakki Sheridan-Ross, Janet Finlay) (2008)
• A method for analyzing reading comprehension in computer science courses (Seite 348 - 348) (Ananda Gunawardena, John Barr, Andrew Owens) (2008)
• Development of a new MOODLE module for a basic course on computer architecture (Seite 349 - 349) (Francisco Corbera, Eladio Gutiérrez, Julián Ramos, Sergio Romero, María A. Trenas) (2008)
• Computer science and information technology associate-level curricular guidelines (Seite 350 - 350) (Elizabeth K. Hawthorne, Karl J. Klee, Robert D. Campbell, Anita M. Wright) (2008)
• Teaching query writing - an informed instruction approach (Seite 351 - 351) (Joseph E. Hollingsworth) (2008)
• Learning for mastery in an introductory programming course (Seite 352 - 352) (Jana Jacková) (2008)
• How do 7th graders solve algorithmic problems? - a tool-based analysis (Seite 353 - 353) (Ulrich Kiesmüller, Torsten Brinda) (2008)
• Four roles of instructor in software engineering projects (Seite 354 - 354) (Stan Kurkovsky) (2008)
• Reevaluating and refining the engagement taxonomy (Seite 355 - 355) (Tobias Lauer) (2008)
• Analysis of ABET accreditation as a software process (Seite 356 - 356) (Ronald J. Leach) (2008)
• An interoperable assessment language proposal (Seite 357 - 357) (Roberto Barchino, Luis de Marcos, José María Gutiérrez) (2008)
• A multidisciplinary computer science master program (Seite 358 - 358) (Luis de Marcos, Roberto Barchino, José Antonio Gutiérrez, Juan-Manuel de Blas, José Ramón Hilera, Salvador Otón) (2008)
• Games developed in Java for teaching «Combinatorial Game Theory» (Seite 359 - 359) (Miguel Reyes, Agueda Mata) (2008)
• Branches of professional organizations a way to enrich student's scientific and personal skills (Seite 360 - 360) (José Carlos Metrôlho, Mónica Isabel Teixeira Costa) (2008)
• Program animation activities in Moodle (Seite 361 - 361) (Andrés Moreno) (2008)
• Drawing the line - teaching the semantics of binary class associations (Seite 362 - 362) (James H. Paterson, John Haddow, Ka Fai Cheng) (2008)
• WebTasks - online programming exercises made easy (Seite 363 - 363) (Guido Rößling, Sebastian Hartte) (2008)
• Toward a definition of the competences for global requirements elicitation (Seite 364 - 364) (Miguel Romero, Aurora Vizcaíno, Mario Piattini) (2008)
• Students' perceptions of python as a first programming language at wits (Seite 365 - 365) (Ian Douglas Sanders, Sasha Langford) (2008)
• Multidisciplinary projects for first year engineering courses (Seite 366 - 366) (Carmen Escribano, Antonio Giraldo, Águeda Mata, María Asunción Sastre) (2008)
• Characteristics and dimensions of a competence model of theoretical computer science in secondary education (Seite 367 - 367) (Kirsten Schlüter, Torsten Brinda) (2008)
• Motivation of the students in game development projects (Seite 368 - 368) (Stephan Repp, Christoph Meinel, Sevil Yakhyayeva) (2008)
• An experience of detecting plagiarized source codes in competitive programming contests (Seite 369 - 369) (Jeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho) (2008)
• A tool for teaching interactions between design patterns (Seite 371 - 371) (Ezequiel Denegri, Guillermo Frontera, Antonio Gavilanes, Pedro J. Martín) (2008)
• Self-organized maps in scientific data analysis (Seite 372 - 372) (Jason T. Soo Hoo) (2008)
• Evolutionary approaches for curriculum sequencing (Seite 373 - 373) (Luis de Marcos, Roberto Barchino, José-Javier Martínez) (2008)
• Potential benefits of corrected-errors in AVBL (Seite 374 - 374) (Antonios Saravanos) (2008)
• Web-based dynamic learning through lexical chaining - a step forward towards knowledge-driven education (Seite 375 - 375) (Arash Shaban-Nejad, Volker Haarslev) (2008)

• Didaktik der Informatik (Sigrid E. Schubert, Andreas Schwill) (2004)  
• Computer Science without computers - new outreach methods from old tricks (Tim Bell, Jason Alexander, Isaac Freeman, Mick Grimley) (2008)   
• Kreativität im Informatikunterricht (Ralf Romeike) (2008)   
• ICER 2008 - International Computing Education Research Workshop, ICER '08, Sydney, Australia, September 6-7, 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy) (2008)
  • Saying isn't necessarily believing - influencing self-theories in computing (Beth Simon, Brian Hanks, Laurie Murphy, Sue Fitzgerald, Renée McCauley, Lynda Thomas, Carol Zander) (2008)   
  • PeerWise - students sharing their multiple choice questions (Paul Denny, John Hamer, Andrew Luxton-Reilly, Helen C. Purchase) (2008)   
• ICER 2010 - Proceedings of the Sixth International Workshop on Computing Education Research, Aarhus, Denmark, August 9-10, 2010 (Michael E. Caspersen, Michael J. Clancy, Kate Sanders) (2010)
  • Learning computer science concepts with scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2010)   
• Koli Calling 2010 - 10th Koli Calling International Conference on Computing Education Research, Koli Calling '10, Koli, Finland, October 28-31, 2010 (Carsten Schulte, Jarkko Suhonen) (2010)
  • Review of recent systems for automatic assessment of programming assignments (Petri Ihantola, Tuukka Ahoniemi, Ville Karavirta, Otto Seppälä) (2010)   
• Schule in der digitalen Welt - Medienpädagogische Ansätze und Schulforschungsperspektiven (Carsten Albers, Johannes Magenheim, Dorothee M. Meister) (2011)  
  • Medien nutzen, Medien gestalten - eine qualitative Analyse der Computernutzung (Carsten Schulte, Maria Knobelsdorf)   
• Computational Thinking Patterns (Andri Ioannidou, Vicki E. Bennett, Alexander Repenning, Kyu Han Koh, Ashok R. Basawapatna) (2011)   
• Informatik in Bildung und Beruf - INFOS 2011 - 14. GI-Fachtagung Informatik und Schule (Marco Thomas) (2011)   
  • Informatiktools - Gestaltung einer Plattform für Werkzeuge für den Informatikunterricht (Ralf Romeike) (2011)   
• Visual Program Simulation in Introductory Programming Education (Juha Sorva) (2012)   
• SIGCSE 2012 - Proceedings of the 43rd ACM technical symposium on Computer science education, SIGCSE 2012, Raleigh, NC, USA, February 29 - March 3, 2012 (Laurie A. Smith King, David R. Musicant, Tracy Camp, Paul T. Tymann) (2012)
  • Collaboration across the curriculum - a disciplined approach todeveloping team skills (Ben Coleman, Matthew Lang) (2012)   
• Computer Science Education 3/2013 (2013)
  • Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2013)   
• Research on e-Learning and ICT in Education - Technological, Pedagogical and Instructional Perspectives (Charalampos Karagiannidis, Panagiotis Politis, Ilias Karasavvidis) (2014)  
  • 6. Teaching Informatics in Primary School With and Without Educational Software Support (Panagiota Halki, Panagiotis Politis) (2014)   
• Strategisches Studienmarketing zur Begünstigung der Aufnahme eines Informatik-Studiums (Christian Götz) (2015)
• ISSEP 2015 - Informatics in Schools. Curricula, Competences, and Competitions (Andrej Brodnik, Jan Vahrenhold) (2015)   
  • 1. Surprising Computer Science (Tim Bell)   
• Entwicklung und Validierung eines Instruments zur Messung des Wissens über Fehlvorstellungen in der Informatik (Laura Ohrndorf) (2016)   
• ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)
  • An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses (Holger Danielsiek, Laura Toma, Jan Vahrenhold) (2017)   
• ICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER 2018, Espoo, Finland, August 13-15, 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) (2018)
  • Towards an Analysis of Program Complexity From a Cognitive Perspective (Rodrigo Duran, Juha Sorva, Sofia Leite) (2018)   
• Koli Calling 2018 - Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018 (Mike Joy, Petri Ihantola) (2018)
  • Statistical Frequency-Analysis of Misconceptions In Object-Oriented-Programming - Regularized PCR Models for Frequency Analysis across OOP Concepts and related Factors (Riko Kelter, Matthias Kramer, Torsten Brinda) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • Teaching Programming and Algorithmic Complexity with Tangible Machines (Tobias Kohn, Dennis Komm)   
• ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER 2019, Toronto, ON, Canada, August 12-14, 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) (2019)
  • Using the SOLO Taxonomy to Understand Subgoal Labels Effect in CS1 (Adrienne Decker, Lauren E. Margulieux, Briana B. Morrison) (2019)   
• Informatik für alle - 18. GI-Fachtagung Informatik und Schule (Arno Pasternak) (2019)    
  • Aufgabe ist nicht gleich Aufgabe - Vielfältige Aufgabentypen bewusst in Scratch einsetzen (Katharina Geldreich, Mike Talbot, Peter Hubwieser)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • Construction of a Taxonomy for Tools, Languages, and Environments across Computing Education (Monica M. McGill, Adrienne Decker) (2020)   
  • Investigating the Benefits of Student Question Generation in Data Science MOOC Assessments (Anjali Singh) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • Investigating the relationship between programming and natural languages within the primm framework (Alex Parry) (2020)   
  • Using semantic waves to analyse the effectiveness of unplugged computing activities (Paul Curzon, Jane Waite, Karl Maton, James Donohue) (2020)   
  • High-school students' mastery of basic flow-control constructs through the lens of reversibility (Claudio Mirolo, Cruz Izu, Emanuele Scapin) (2020)   
• Informatik für alle - Beitrag und exemplarische Ausgestaltung informatischer Bildung als Grundlage für Bildung in der digitalen Transformation (Stefan Seegerer) (2021)   
• Informatics in Schools. A Step Beyond Digital Education - 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2022, Vienna, Austria, September 26–28, 2022 (Andreas Bollin, Gerald Futschek) (2022)   
  • Clear the Ring for Computer Science - A Creative Introduction for Primary Schools (Marina Rottenhofer, Lisa Kuka, Barbara Sabitzer)   
• Informatikunterricht zwischen Aktualität und Zeitlosigkeit - 20. GI-Fachtagung Informatik und Schule (Lutz Hellmig, Martin Hennecke) (2023)   
  • Perzeptrons programmieren und explorieren im Rahmen der Open Roberta Lernumgebung (Alisa Véronique Münsterberg, Reinhard Budde, Ute Schmidt, Thorsten Leimbach) (2023)   
• Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education - 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23–25, 2023 (Jean-Philippe Pellet, Gabriel Parriaux) (2023)   
  • An Exploratory Investigation on High-School Students’ Understanding of Threads (Emanuele Scapin, Nicola Dalla Pozza, Claudio Mirolo)   

Beat hat diese Konferenz-Proceedings während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt weder ein physisches noch ein digitales Exemplar. Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.