00:26:10 Paul Nelson: They have something more than paper & pencil to work with 00:26:40 Kim Kastens: They have ruler, but they aren’t using it. 00:27:10 Clarissa Keen: I notice that the students laugh when they disagree, I notice they use the string as the main evidence to prove their point 00:27:16 Paul Nelson: They are socially comfortable with one another 00:27:19 Elizabeth Day |she/her| Michigan State Chemistry: He seems to favor any info that supports his initial placement (hence when she joked that he "cheated") 00:27:41 Keith Gallagher (he/him): There's a lot of experimentation. They're willing to try things and bounce ideas off of each other. 00:27:48 Amber Heidbrink: they're comfortable brainstorming 00:27:58 Matthew Wu: The proxemics is very interesting. The paper is placed between the two learners. Both learners are angled towards each other in the beginning when sharing ideas. Both appear to be pretty engaged in each other's ideas with shifts in gaze between each other and to the board. 00:28:00 Kathryn Hosbein: no one is dominating the conversation 00:28:00 Morgan Howe: The focus/directrix are set up in an orientation different to standard y = x^2 00:28:01 Shima Salehi: Interesting, engaging video. I am wondering how essential it is to see their faces, or could it cause split of attention and hamper cognitive processes? 00:28:04 Warren Code (he/him): It doesn't seem like "distance to the line" is well-defined for them. 00:28:24 Michelle Herridge (she/her): @Warren it doesn't seem like the directrix is clearly defined, either. 00:28:44 Warren Code (he/him): @Michelle, I agree, those seem like related issues. :) 00:28:49 Kim Kastens: It’s hard to imagine that other learners would sit still to listen to this conversation. I’m eager to see how you make use of this video with other students. 00:28:57 Nicola Barber (she/hers): They’re exploring and have various tools to help them 00:29:15 Ly Malespina (U of Pittsburgh, physics, she/her): Students are explaining things in their own words, the words our students would describe the concepts in! 00:29:35 Christopher Krause: @Shima: while it could split attention, I wonder if it adds more humanity to the video. More likely for students to stay engaged perhaps? 00:34:27 Shima Salehi: @Christopher: great point! I think it is a valuable aspect to be tested. Maybe for initial videos, depiction of the pair is essential, but as students become more comfortable and engaged it becomes less essential. 00:34:46 Drew Rosen: What was that citation? the 2008 paper. 00:35:10 Kim Kastens: Did you give them any kind of up front motivating framework for why one might want to learn about parabolas? 00:35:16 Casey Davenport: Can you say some more about the length of these videos you're creating with the students as talent? I can imagine the length of these videos needing to be somewhat limited, but I'm curious if you edit the videos down to a certain length. 00:38:48 Drew Rosen: Are these slides going to be available afterwords? 00:40:03 Brian Couch: @Drew Rosen. The video recordings will be posted. We will coordinate with speakers regarding slides, but please feel free to reach out to them individually afterwards. 00:40:23 Drew Rosen: Thanks Brian 00:41:03 Shima Salehi: It is fascinating that they want to watch the “confused” video! 00:44:11 Kim Kastens: Great question: What would Sasha & Keoni do? 00:44:39 Alena Moon: Yes! 00:45:53 Michelle Herridge (she/her): As far as metacognitive abilities, do you have any information on how Marshall compares their understanding to the level of understanding of those in the video? 00:46:17 Dina Newman: How much were the talent directed? Did you write scripts, tell them to make certain mistakes, or just film an actual learning experience? 00:47:43 Paul Nelson: How important is it for the vicarious learners to watch the videos in pairs themselves? 00:48:04 Lyrica Lucas: How much prompting did Sasha and Keoni get from the interviewer? The interviewer seemed to be part of the dialogue to figure out the task given to the talent. 01:00:32 Alena Moon: Thank you!! 01:00:34 Amber Heidbrink: Thank you Dr. Lobato! 01:00:37 Elizabeth Day |she/her| Michigan State Chemistry: Thank you! 01:00:39 MacKenzie Stetzer (he/him) - University of Maine: Wonderful talk! 01:00:42 Matthew Wu: Thank you for the great talk! 01:00:43 Morgan Howe: Thank you! 01:00:43 Shima Salehi: Thanks! 01:00:43 Rachel Rupnow: Thank you! 01:00:49 Warren Code (he/him): This is really great, thank you! 01:00:50 Lyniesha Ward: Thank you! 01:00:50 John Thompson (he/him): Very nice work!