1. If we make a new "Sorting Out Sorting" video today, how would we go about it and what would it be like (e.g. what sorting algorithms will we demonstrate and what kind of animations would we use)?
2. How can we keep students' attention in an electronic classroom such as one at Brown University (e.g. students playing games or checking e-mails at terminals, or falling asleep behind the monitors)? How much board instructions are given in such classrooms, and will it be hard for students to look over and around the big monitors?
1. SOS seems to be a successful visualization for parallel execution of sorting algorithms. What kind of system is sufficient to accommodate the application of such complexity?
2. SV technology is definitely helpful for educating students. But seems hard to keep it evolving over time, especially with only academic effort. So it might be wise not to be dependent on it too much, but just use them as examples instead of the whole methodology for teaching.
1. "Sorting out sorting" seems more appropriate to the users with some knowledge. Will integration of some pre-education sections such as visual display of the key point of the algorithm and even pseudo code, maybe along with some audio interpretation, help the novices get involved better?
2. Is it necessary to develop different levels of visualization tools to fit in the progress of a class? Those tools may provide different levels of abstraction or granularity.
1. How much training do teachers need in order to be able to take advantage of something like Classroom 2000? How can we encourage teachers -- especially older teachers -- to use the advanced features of an electronic classroom?
2. Does the advent of electronic classroom technology spell the impending demise of the lecture model of education? Is this another edutech "fad" which will ultimately be shown to be of dubious pedagogical value -- at a cost of many millions of dollars?
1. Is using visualization in teaching algorithms during lecture worth the effort of creating and maintaining such visualizations?
2. Students who learn with visualization tools aren't really going out and using them for other tasks right now? Why is this?
1. Although visualizations can provide a moment of clarity while being viewed, after class, the memory could fade. Is there a strategy for capturing screens or enabling the student to play the animations on a PC after class?
2. Traditionally, students prefer to make notes or annotate what is presented by an instructor. Apparently BALSA enables the instructor annotate visualizations. Is there a facility for letting the student annotate visualizations at various stages and save the visualization for later study?
1. What was the design process by which Baecker et. al. chose the different views for each category of sort (e.g. numbers for tree-based, vertical bars)?
2. What sort of pacing principles did Baecker discover, i.e. what length of time should an exchange take, etc.?