13:30:32 From Paul Velander to Stephanie Vendetti- UNL CSMCE- (she/her)(Direct Message) : hi Stephanie, I just located email you sent me earlier today; sorry I missed that! thx! 13:31:49 From Stephanie Vendetti- UNL CSMCE- (she/her) to Paul Velander(Direct Message) : Perfect! Thanks. 13:42:55 From Paul Nelson to Everyone : They have something more than paper & pencil to work with 13:43:25 From Kim Kastens to Everyone : They have ruler, but they aren’t using it. 13:43:54 From Clarissa Keen to Everyone : I notice that the students laugh when they disagree, I notice they use the string as the main evidence to prove their point 13:44:01 From Paul Nelson to Everyone : They are socially comfortable with one another 13:44:04 From Elizabeth Day |she/her| Michigan State Chemistry to Everyone : He seems to favor any info that supports his initial placement (hence when she joked that he "cheated") 13:44:26 From Keith Gallagher (he/him) to Everyone : There's a lot of experimentation. They're willing to try things and bounce ideas off of each other. 13:44:33 From Amber Heidbrink to Everyone : they're comfortable brainstorming 13:44:43 From Matthew Wu to Everyone : 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. 13:44:45 From Kathryn Hosbein to Everyone : no one is dominating the conversation 13:44:45 From Morgan Howe to Everyone : The focus/directrix are set up in an orientation different to standard y = x^2 13:44:46 From Shima Salehi to Everyone : 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? 13:44:49 From Warren Code (he/him) to Everyone : It doesn't seem like "distance to the line" is well-defined for them. 13:45:09 From Michelle Herridge (she/her) to Everyone : @Warren it doesn't seem like the directrix is clearly defined, either. 13:45:29 From Warren Code (he/him) to Everyone : @Michelle, I agree, those seem like related issues. :) 13:45:34 From Kim Kastens to Everyone : 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. 13:45:42 From Nicola Barber (she/hers) to Everyone : They’re exploring and have various tools to help them 13:45:59 From Ly Malespina (U of Pittsburgh, physics, she/her) to Everyone : Students are explaining things in their own words, the words our students would describe the concepts in! 13:46:20 From Christopher Krause to Everyone : @Shima: while it could split attention, I wonder if it adds more humanity to the video. More likely for students to stay engaged perhaps? 13:51:12 From Shima Salehi to Everyone : @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. 13:51:31 From Drew Rosen to Everyone : What was that citation? the 2008 paper. 13:51:55 From Kim Kastens to Everyone : Did you give them any kind of up front motivating framework for why one might want to learn about parabolas? 13:52:01 From Casey Davenport to Everyone : 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. 13:55:33 From Drew Rosen to Everyone : Are these slides going to be available afterwords? 13:56:48 From Brian Couch to Everyone : @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. 13:57:08 From Drew Rosen to Everyone : Thanks Brian 13:57:48 From Shima Salehi to Everyone : It is fascinating that they want to watch the “confused” video! 14:00:56 From Kim Kastens to Everyone : Great question: What would Sasha & Keoni do? 14:01:24 From Alena Moon to Everyone : Yes! 14:02:38 From Michelle Herridge (she/her) to Everyone : 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? 14:03:02 From Dina Newman to Everyone : How much were the talent directed? Did you write scripts, tell them to make certain mistakes, or just film an actual learning experience? 14:04:28 From Paul Nelson to Everyone : How important is it for the vicarious learners to watch the videos in pairs themselves? 14:04:49 From Lyrica Lucas to Everyone : 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. 14:17:17 From Alena Moon to Everyone : Thank you!! 14:17:19 From Amber Heidbrink to Everyone : Thank you Dr. Lobato! 14:17:22 From Elizabeth Day |she/her| Michigan State Chemistry to Everyone : Thank you! 14:17:24 From MacKenzie Stetzer (he/him) - University of Maine to Everyone : Wonderful talk! 14:17:27 From Matthew Wu to Everyone : Thank you for the great talk! 14:17:28 From Morgan Howe to Everyone : Thank you! 14:17:28 From Shima Salehi to Everyone : Thanks! 14:17:28 From Rachel Rupnow to Everyone : Thank you! 14:17:34 From Warren Code (he/him) to Everyone : This is really great, thank you! 14:17:35 From Lyniesha Ward to Everyone : Thank you! 14:17:35 From John Thompson (he/him) to Everyone : Very nice work! 14:18:23 From Axel Langner (JLU Giessen) to Everyone : Thank you 14:19:44 From Rebecca Lindell, she, her, hers to Everyone : I believe it is a good idea to allow speakers to stay in the room to answer questions. Very well done! 14:22:29 From Rebecca Lindell, she, her, hers to Everyone : Who studied spatial reasoning? I would like to talk to you 14:27:47 From Stephanie Vendetti- UNL CSMCE- (she/her) to Everyone : I'll need to close this room in 2 minutes.