00:38:16	Annie Klyce:	The PhET animations saved me in my undergraduate physics courses! So excited to see new ways to use this as an instructor / researcher.
00:44:52	Keith Gallagher (he/him):	If Kathy is a host, you might try making her not a host, then she won't be able to admit people and shouldn't get those notifications.
00:46:08	Nicole Graulich:	thanks for solving this box problem:)
00:48:46	Anya Goodman (she/her):	are you planning to hold workshops for faculty interested in developing/modifying simulations?
00:51:07	Nicole Graulich:	Is PhetIO as well available in different languages?
00:53:27	Rebecca Lindell, she, her, hers:	It is Andy Gavrin not Garvin
00:56:13	Keith Gallagher (he/him):	Math guy question: Mathematically, a lot of these tasks can be represented by ordinary differential equations. Do any of these simulations have an option to generate an ODE or a system of ODEs to represent the situation? It would be really neat for students to be able to make changes to the system and see how those changes influence the equations, or vice versa!
01:04:56	Rebecca Rosenblatt:	If guidance leads to less exploration/learning, but certain exploration steps are associated with learning success.... which does an instructor go with?
01:05:06	Renée Cole:	Has anyone looked at the impact of lightly scaffolded activities on student learning and attitudes compared to unstructured or directive activities?
01:12:28	Kim Kastens:	Have you looked at how well these reflective and experimental practices that students have been using in the simulation transfer into an actual laboratory setting?
01:12:49	Jack F Eichler:	Has anyone done research on tracking cognitive load during an unstructured/exploratory use of the SIM vs. a structured/guided use? One might predict the structured/guided use might reduce cognitive load for students. 
01:12:52	Paul Velander:	Has "think-a-loud" data associated with expert problem solver patterns been utilized to create directives and metacognitive feedback for future activities?
01:12:57	Catherine Crouch:	If we are developing our own activities around the sims, do you have guidance for what constitutes “light” guidance that is nonetheless effective?
01:14:05	Nicole Graulich:	thanks for answering. this is fantastic.
01:15:15	Keith Gallagher (he/him):	That makes sense! Thank you. :)
01:17:37	Keith Gallagher (he/him):	@Paul, that sounds like a *really* interesting idea. Big fan of retrofitting novice learning from experts' practices.
01:18:10	Natasha Holmes (she/her):	Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., … LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics - Physics Education Research, 1(1), 010103. https://doi.org/10.1103/PhysRevSTPER.1.010103
01:18:57	Argenta Price:	@Paul, Shima is giving a poster this afternoon that relates to your question