Experience for yourself an unplugged active learning experience to understand how arrays are stored in memory differently than linked-lists. You will participate in a short demo just as my students experience this exercise, to gain a fuller understanding of how to apply this in your own classroom. Each student receives a card with a memory address. Inside the card, if it is allocated for a linked list then there is a letter and a next pointer; if it is part of an array there is just the letter. First the students with addresses for the array stand up; acknowledge how they are all contiguous in memory. Next, the student with a head pointer stands up and calls out the address they are pointing to. The student with that address on their card stands up, and calls out the address of their pointer. This continues until a student calls out their pointer is NULL. Now acknowledge how distributed through memory a linked-list can be! Come see how powerful learning can be with this physically engaging exercise! Successfully used in classes up to 200 students.

Computer Science education has to change - the students are demanding a new paradigm in this Just Google It era. This paper discusses what Just in Time Learning is, how it is more effective than the traditional educational process, and how to change education to embrace the Internet through incorporating the Just-In-Time Learning model. There are five parts to incorporating the Just-In-Time Learning model: one - recognizing that the textbook is dead, as students Just Google It, two - help students learn how to vet the information they find online, three - incorporate real-world problems and support creative student ideas, four - modify the classroom to include an active-learning environment to fully support Just-In-Time Learning, and five - the role of the teacher is now as a tutor, helping students learn and learn how to learn. By incorporating these five parts of the Just-In-Time Learning model, there is no longer the concept of cheating, and students are learning the core necessary skills: problem-solving, critical thinking, good decision making, self-learning, and effective communication.

Fostering an effective learning environment in large classes is a challenge: instructors and teaching assistants are stretched thin across many students, students often lack opportunities for personal interaction with course staff, and the size of the classes makes them seem impersonal. Furthermore, students in large classes can often find solutions to their labs and assignments online or copy them from other students, diminishing their impetus to learn and raising plagiarism concerns.

The World Wide Web is a massive corpus that constantly evolves. Classification experiments usually grab a snapshot (temporally and spatially) of the Web for a corpus. In this paper, we examine the effects of page evolution on genre classification of Web pages. Web genre refers to the type of the page characterized by features such as style, form or presentation layout, and meta-content; Web genre can be used to tune spider crawling re-visits and inform relevance judgments for search engines. We found that pages in some genres change rarely if at all and can be used in present-day research experiments without requiring an updated version. We show that an old corpus can be used for training when testing on new Web pages, with only a marginal drop in accuracy rates on genre classification. We also show that features found to be useful in one corpus do not transfer well to other corpora with different genres.