| 2014 | Visualising Career Progression for ICT Professionals and the implications for ICT Curriculum Design in Higher Education. | Brian R. von Konsky, Charlynn Miller, Asheley Jones |
| 2014 | Solution Spaces. | Nadia Kasto, Jacqueline L. Whalley, Anne Philpott, David George Whalley |
| 2014 | It's Not Them, It's Us! Why Computer Science Fails to Impress Many First Years. | Rashina Hoda, Peter Andreae |
| 2014 | ICT Curriculum and Course Structure: the Great Balancing Act. | Nicole Herbert, Kristy de Salas, Ian J. Lewis, Julian R. Dermoudy, Leonie Ellis |
| 2014 | The Australian Digital Technologies Curriculum: Challenge and Opportunity. | Katrina Falkner, Rebecca Vivian, Nick Falkner |
| 2014 | Program visualization and explanation for novice C programmers. | Matthew Heinsen Egan, Chris McDonald |
| 2013 | It's never too early: pair programming in CS1. | Krissi Wood, Dale Parsons, Joy Gasson, Patricia Haden |
| 2013 | Revisiting models of human conceptualisation in the context of a programming examination. | Jacqueline L. Whalley, Nadia Kasto |
| 2013 | A qualitative think aloud study of the early neo-piagetian stages of reasoning in novice programmers. | Donna Teague, Malcolm Corney, Alireza Ahadi, Raymond Lister |
| 2013 | How difficult are exams?: a framework for assessing the complexity of introductory programming exams. | Judy Sheard, Simon, Angela Carbone, Donald Chinn, Tony Clear, Malcolm Corney, Daryl J. D'Souza, Joel Fenwick, James Harland, Mikko-Jussi Laakso, Donna Teague |
| 2013 | Integrating source code plagiarism into a virtual learning environment: benefits for students and staff. | Thanh Tri Le Nguyen, Angela Carbone, Judy Sheard, Margot Schuhmacher |
| 2013 | Distractions in programming environments. | Raina Mason, Graham Cooper |
| 2013 | Measuring the difficulty of code comprehension tasks using software metrics. | Nadia Kasto, Jacqueline L. Whalley |
| 2013 | A process for novice programming using goals and plans. | Minjie Hu, Michael Winikoff, Stephen Cranefield |
| 2013 | Identifying career outcomes as the first step in ICT curricula development. | Nicole Herbert, Kristy de Salas, Ian J. Lewis, Mike Cameron-Jones, Winyu Chinthammit, Julian R. Dermoudy, Leonie Ellis, Matthew Springer |
| 2013 | Stakeholder-led curriculum redesign. | Nicole Herbert, Julian R. Dermoudy, Leonie Ellis, Mike Cameron-Jones, Winyu Chinthammit, Ian J. Lewis, Kristy de Salas, Matthew Springer |
| 2013 | A comparative analysis of results on programming exams. | James Harland, Daryl J. D'Souza, Margaret Hamilton |
| 2013 | Visualisation of learning management system usage for detecting student behaviour patterns. | Thomas Haig, Katrina Falkner, Nickolas J. G. Falkner |
| 2013 | A conceptual model for reflecting on expected learning vs. demonstrated student performance. | Richard Gluga, Judy Kay, Raymond Lister, Simon, Michael A. Charleston, James Harland, Donna Teague |
| 2013 | What vs. how: comparing students' testing and coding skills. | Colin J. Fidge, Jim Hogan, Raymond Lister |
| 2013 | Computational thinking and practice: a generic approach to computing in Danish high schools. | Michael E. Caspersen, Palle Nowack |
| 2013 | Student concerns in introductory programming courses. | Angela Carbone, Jason Ceddia, Simon, Daryl J. D'Souza, Raina Mason |
| 2013 | Examining student reflections from a constructively aligned introductory programming unit. | Andrew Cain, Clinton J. Woodward |
| 2005 | Tim Wright James Noble Stephen Marshall. | Tim Wright, James Noble, Stephen Marshall |
| 2005 | Multiple Choice Questions Not Considered Harmful. | Karyn Woodford, Peter Bancroft |