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Constructing: Learners construct their own visualizations of the topic under
study.
Presenting: A visualization is presented to an audience for feedback and discus-
sion. The visualizations to be presented may or may not have been created by the
learners themselves.
Myller et al. ( 2009 ) extend Naps et al.'s engagement taxonomy by adding the fol-
lowing categories (p. 7, 8, the added categories are presented in bold in the follow-
ing list):
• No viewing.
• Viewing.
Controlled viewing: The visualization is viewed and the students control the vi-
sualization, for example, by selecting objects to inspect or by changing the speed
of the animation.
Entering input: The student enters input to a program or parameters to a method
before or during their execution.
• Responding.
• Changing.
Modifying: Modification of the visualization is carried out before it is viewed,
for example, by changing source code or an input set.
• Constructing.
• Presenting.
Reviewing: Visualizations are viewed for the purpose of providing comments,
suggestions, and feedback on the visualization itself or on the program or algo-
rithm.
We note, though we do not concentrate in this guide on system-level computer
architecture, that simulations for system-level computer architecture that uses visu-
alization and animation are also used in computer science education (Yehezkel et al.
2007 ; Taghavi et al. ( 2009 ). Yehezkel ( 2002 ), for example, describes taxonomy for
visualization of computer architecture and introduce the EasyCPU environment 4 in
the context of this taxonomy.
The purpose of Activities 64-70 is to let the students explore different ways by
which it is possible to use animation and visualization in their future computer sci-
ence classes. Activity 64 focuses on algorithm visualization; Activity 65 examines
music as a kind of visualization; Activity 66 focuses on software visualization and
animation; Activity 67 explores visualization-based IDEs; Activity 68 suggests how
to teach sorting algorithms by YouTube dance clips; Activity 69 explores the Me-
dia Computation teaching approach; and Activity 70 summarizes what the students
have worked on in Activities 64-69.
Since most of Activities 64-70 are based on the exploration of environments
that use animation or visualization in some way, more than one lesson of the MTCS
4 See http://csta.villanova.edu/CITIDEL/handle/10117/216.
 
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