WebQuest Research Chat Transcript

November 12, 2003

# Tappedin transcript for BernieD, 2003.11.12 17:21:06
# BernieD contributed 96 messages, 4 emotes, 3 private messages, and 0 private emotes during 85 minutes.
2003.11.12 15:55:32 Login
Room: BernieD_Ofc
BernieD joined the room.
BernieD left the room.
Room: ASO
BernieD joined the room.
BJ waves hi to all the new arrivals
BethD joined the room.
BJ: Hi, Bernie!
BernieD: Hi all!
MargueritV: Good evening Bernie
LeticiaC: hello all!
FernandaR: hi!
MaryFT joined the room.
LeticiaC: howdy mary!
BJ: We still have a couple minutes, Bernie. I'll announce and then we can get the ball rolling, ok?
BernieD: OK
KeithGst1: Good evening!
TomMarch joined the room.
KoreenG joined the room.
BernieD: Hey Tom
BJ: If you are new to participating in Tapped In discussions, please read the 10 steps above this chat window
JimGst12 left the room.
TomMarch left the room (signed off).
JimGst12 joined the room.
BjB: |** ANNOUNCEMENT: WebQuests with Bernie Dodge is starting shortly in the After School Online room. The topic is Research on Webquests. To participate, click on the ONLINE tab to the left of your chat window, single click on BernieD and then click on the door icon at the bottom. **|
BJ: If you see this, you're already in the right place :-)
HelenS joined the room.
AmandaD joined the room.
TomMarch joined the room.
BernieD waves at new arrivals
HelenS: waving back!
BJ: Welcome, everyone, to tonight's WebQuest discussion with Bernie Dodge.
BernieD: Very international group tonight
BJ: A reminder that you can click on Actions in the top right of your screen and scroll down to DETACH to make your chat window larger and easier to read
HelenS: really? how can you tell?
MarkAH joined the room.
BJ: when Bernie shows a url, it will be hyperlinked. Click on the blue link to open a new window
BJ: We usually start the discussions with introductions...so Helen can see the international participants ;-)
HelenS: lol
BJ: I'm a teacher in Pennsylvania and a helpdesk volunteer for Tapped In
BernieD: I'm Bernie Dodge, a professor at San Diego State University.
LeticiaC: I'm a pre-service teacher at the University of Houston
HelenS: I'm a student teacher in Houston - elementary level
AprilB: I am April Brown, a preservice teacher in Ohio.
JimHi: Science teacher middle school in Edgewood Kentucky
FernandaR: I'm an EFL teacher in Portugal
AmandaD: I'm a student at University of Western Ontario hoping to enter pre-service program next year
MaryFT: I'm Mary Thompson and I teach preservice teacher technology courses at the University of Houston
MarkAH: I'm a teacher educator at the University of Oregon
KeithGst1: I'm Keith Connor, an ESOL teacher in Georgia.
KristinaR: I'm an English teacher and technology coordinator at Woodland H.S., Woodland, California
IsabelP: I'm a teacher in south of Spain and also working on my PhD
JimGst12: I'm Jim, a student teacher from Western Australia.
JeanneP: I'm Jeannie Pascon. I teach middle school students in CT how to write WebQuests (and Bernie, you told me it couldn't be done...) to teach them Information Technology Literacy.
HelenS: (wow!)
KoreenG: I'm Koreen a computer teacher in California and grad student at Sac State
BernieD: 5 more
BJ is glad Bernie is keeping track!
BethD: Media Specialist at a middle school in Michigan
TomMarch: I'm not sure what I do, but it's in beautiful Australia and I
TomMarch: 'm ahppy to be here (and too quick on the enter key)
BernieD welcomes Tom especially
HelenS: haha
TimLa joined the room.
AmandaD: I regret that I can not participate in the discussion tonight, I have class at 8, but am doing a research project about Webquests and am interested in your discussion
BJ: hi, Tim...just in time for intro's
TimLa: oh thanks
BJ . o O ( and then I think you can start, Bernie. )
DelfinoG joined the room.
MargueritV: I'm an instructor of Ed Tech at Wright State University in Ohio
BJ: Delfino, welcome. Please quickly introduce yourself.
JeffC joined the room.
LeticiaC: delfino...we're waiting
BJ: Hi, Jeff...want to quickly introduce yourself. Then Bernie is going to start
DelfinoG: Hi, Lety. Is it you?
LeticiaC: lol...yup
LeticiaC: welcome!
CarolynHK joined the room.
RhondaDC joined the room.
DelfinoG: Hey, I guess I'm in the right place, right?
LeticiaC: this is webquests!
BernieD: OK.... welcome everyone. Three continents represented! Ordinarily in these monthly sessions, we look at a number of WebQuests and analyze some particular aspect of them. Tonight will be a bit different.
BernieD: With such a large group, I think we're going to have to institute a little protocol for interaction.
CarolynHK left the room.
DelfinoG: I've just entered and wonder if this where I'm suppose to chat for the professional stuff for the tech. class.
BernieD: If you have a question at any point, please just type a ? and wait to be recognized. If you have a comment, type a !.
BernieD: Yes, Delfino, this is the right place.
AmandaN joined the room.
BernieD: Tonight's session is about research about WebQuests. What's out there? Who's doing research? What are the challenges involved in doing research on WebQuests.
CarolynHK joined the room.
BernieD: I get email every week or two from grad students interested in doing a thesis or dissertation on this topic. One thing they often report is that their committee is reluctant to let them go ahead with a study because there's not much literature about WebQuests.... which seems like a self-fulfilling prophecy that guarantees that there will never be a research literature about WebQuests!
DelfinoG: Okay, since I have that straight. What are we suppose to talk about?
LeticiaC: i think the most obvious is the challenge of having the technology available
BernieD: BJ... could you talk to Delfino privately?
BernieD: Well, that's not really a research issue. What happens when the technology IS there?
LeticiaC: oh i'm sorry...
BernieD: My response to that kind of statement is to remind everyone that the WebQuest model didn't fall out the sky from the planet Krypton. It's just a particular packaging of concepts and techniques like cooperative learning, advanced organizers, scaffolding, problem-based learning, and so on...each of which has a huge literature base. So when it comes time to do a lit review in preparation for a WebQuest study, you construct it based on whatever aspects of WebQuests that you're interested in.
JuanGst18 joined the room.
AmandaN left the room (signed off).
BernieD: So what kinds of studies might one try to do about WebQuests? One obvious type might be to do a quasi-experimental study in which you compare one group who learned something via a WebQuest vs another group that didn't. That helps answer the question as to whether WebQuests are better than traditional instruction. It's a practical kind of question that working teachers or principals are interested in.
SusanR joined the room.
AldenT joined the room.
BernieD: The problem in such studies is coming up with what the non-WebQuest looks like. Does it take the same amount of class time? Does it have the same amount of interaction among learners? Does it use the same information as the web provides? Once you start to define the "traditional" instruction that you're comparing a WebQuest to, you realize that this is a fairly rich experience with lots of facets, any one of which could account for much of the difference in effectiveness.
BernieD: So a downside of a comparison study like that, though, is that it doesn't add to our knowledge of how WebQuests work and what parts of the model are most important.
LeticiaC: I do like that method for reseraching Webquests because we need to know how our students are learning
BernieD: So the question is... how do you go about doing that.
BernieD: This would be a good time to
JodiM joined the room.
BernieD: scan the room and see who has actually done some research in this area. Has anyone designed a research study about WebQuests?
HelenS: ?
BernieD: Go Helen
HelenS: are you refering to graduate level study? or are you asking if we have made a webquest?
BernieD: I'm asking about actual research on a WebQuest that's already been developed.
BernieD: Well.... looks like this room reflects the actual world.
HelenS: AH.... I don't think I'm doign that
AldenT: Just getting started my 570 class
BernieD: There aren't that many studies that have been done although there's one that will start to collect data next Monday.
IsabelP: a!
JimHi left the room.
BernieD: The researcher for that study will be arriving here at some point, and I'll introduce him when he comes.
KoreenG: We have starting collecting data on a research project we are doing with webquests
BernieD: Really!!! Tell us more!
KoreenG: Our area of focus is...
KoreenG: to describe the impact of teaching with problem-based strategies, specifically using WebQuests, and its impact on students? problem-solving skills particularly in the area of reading comprehension.
BernieD: Cool. What's the task in the WebQuest?
KristinaR: !
BernieD: Go Kristina
KoreenG: We are in the process of revising from one webquest to another
ChristinLW joined the room.
BernieD: You mean modifying an existing one?
KristinaR: Koreen and I are in the iMET program at Sac state and will be using the reading comprehension or grammar webquest designed to discover the impact on problem solving skills with students in grades 8th and 10th
MaryFT left the room.
HelenS left the room.
JodiM: Do you know how you will assess the impact of using the webquest?
KoreenG: We are shifting from a reading comprehension webquest to a grammar webquest
LeticiaC left the room.
BernieD: Grammar isn't something I would think of as a WebQuest task. What are the kids doing exactly?
KristinaR: we are talking about using a standards based pretest, quality of product and post test
RhondaDC left the room.
TimLa: ?
KristinaR: Koreen can you project the URL?
KoreenG: sure...
KoreenG: http://imet.csus.edu/imet5/koreen/imetsites/282
BernieD: So... everyone click on the blue line
BJ checks to see if everyone got the webpage
KoreenG: This is the teacher tools website. The webquest itself is one of the links on the site
BernieD: "Welcome to the exciting world of teaching grammar." Nothing like a bit of humor to kick it off!
JimGst12 left the room (signed off).
KristinaR: the webquest link explains directions for the students
JuliaGst6 joined the room.
RhondaDC joined the room.
RhondaDC left the room.
BethD left the room (signed off).
GaindaS joined the room.
TimLa: ?
BernieD: So... I guess there's some judgment required to choose which 10 grammar rules to pick, and some creative design needed to make the lesson plans. is that the idea?
BernieD: Go Tim
KoreenG: Yes
KristinaR: yes
AmyD: !
KristinaR: But please note that this is not finished
TomMarch: !
BernieD: After Tim, Amy is next.
TimLa: Couldn't a teacher just as easily do this webquest as a project in which students must teach the class without it being in the form of a wbequest?
TimLa: webquest
DelfinoG left the room (signed off).
TimLa left the room (signed off).
BernieD: Well he left. No need to answer that. :-)
BernieD: Amy had a comment, then Tom.
AmyD: Last semester in one of my classes we created a webquest similar to this for one of our projects. We had to pick a grade and subject to teach. The kids loved it and it really made them use their critical thinking skills.
KristinaR: yes if the teacher wanted to scaffold the lesson, but students will be using the references on their own
BernieD: Go Tom
TomMarch: One of the questions I always ask when assessing WQ's is, "Could students do the task without instruction?" Seems so in this case. Bernie makes a good case for a central, organizing task.
KeithGst1 left the room (signed off).
KeithGst20 joined the room.
IsabelP left the room (signed off).
TimLa joined the room.
KoreenG: What is the good case for the central, organizing task?
TomMarch: Am I putting words in your mouth?
JuanGst18 left the room (signed off).
AmyD: ?
BernieD: I think Tom is referring to my favoring a big meaty task rather than a sequence of smaller tasks in series.
TomMarch: yup
TimLa left the room (signed off).
TomMarch: Also, not "discovering" found knowledge, but venturing into ill-structured domains.
CarolynHK: ?
AmyD: What is the youngest age group that can successfully do a webquest?
BernieD: But maybe this is two fairly meaty tasks, so I'm not unhappy with it. Depends on how hard it is to come up with the 10 most important grammar rules.
KoreenG: After attending the CUE conference and presentation on WebQuests I was worried that our webquest didn't meet the criteria
BernieD: I usually say 3rd grade, Amy, though there are some good ones that go lower.
TimLa joined the room.
BernieD: Whose presentation was that, K?
JodiM: Do you know if webquests are used in higher education?
BernieD: All the time, Jodi.
AprilB: !
GaindaS left the room.
BernieD: Carolyn has a question.
KoreenG: I don't remember his last name, but his first was Phillip
JimCGst21 joined the room.
JodiM: Do you know of any example webquests for higher education?
AprilB: !
BernieD: Ah. Philip Molebash. The guy in Tom March's old office across the hall.
CarolynHK: If we are still interested in research and Webquests, I'm wondering what kind of activity would one compare this webquest with....one that is basically the same activity, but off line?
FernandaR: I have to go, sorry...
JamesPF joined the room.
BernieD: Yes... that's the rub, Carolyn.
BernieD: In general I would like to see case studies or other qualitative research that looks closely at a WebQuest class and tries to tease out what's going on there. I personally think that studies that compare two different variations on a WebQuest rather than WebQuest vs. non-WebQuest are likely to be more fruitful.
BernieD: (as opposed to a comparison study)
FernandaR left the room (signed off).
TimLa: !
BernieD: And fortuitously, my favorite WebQuest researcher just entered the room.
GaindaS joined the room.
JamesPF: Hi All,
BernieD: James Frazee is conducting a study using a WebQuest with college kids.
AprilB: !
BernieD: Why don't you tell us about it, James?
JamesPF: The purpose of this exploratory and descriptive case study is to advance our understanding of the effective use of the WebQuest model.
JamesPF: The study represents a plan for investigating the effectiveness of one particular element of the WebQuest model - the jigsaw cooperative grouping method.
JamesPF: The study will examine two variations of the WebQuest model, one with and one without the addition of the jigsaw method, in order to provide a comparison of the effect of the WebQuest model of instruction on students? personal agency beliefs, engagement, and learning in a WebQuest problem-solving task.
JamesPF: if this seems like a cut and paste - it is - right from the abstract (forgive me)
BernieD: Can you show us the actual WebQuest?
JamesPF: Specifically, this study will examine the practices of students from two undergraduate history classes tasked with completing an AIDS-related WebQuest project.
JamesPF: http://www.rohan.sdsu.edu/~fnobilet/courses/hist406/index.htm
JamesPF: curious to get feedback and to hear about other research going on.
Jan_NS joined the room.
RamonaGst22 joined the room.
BernieD: Your arrival doubled the number of studies in the room, James.
BernieD waves to Jan and Ramona
TimLa: ?
JamesPF: Came straight from gathering some data - sorry for the delay
BernieD: Tim has a longstanding question.
Jan_NS left the room (signed off).
BernieD waves goodbye to Jan's shadow
TimLa: What type of data are you gathering from your study James or in other words what is the assessment?
Jan_NS joined the room.
JamesPF: There are three main "dependent measures"
JamesPF: They are students' personal agency beliefs, engagement and learning
JamesPF: The first research Q is:
JamesPF: sWill exposure to a role-specific Jigsaw activity (integrated into a team-based WebQuest focused on "Living with AIDS") produce a significantly greater increase in students? personal agency beliefs than exposure to the same WebQuest without a role-specific Jigsaw activity?
RamonaGst22 left the room.
JamesPF: Not sure where all the questions marks are coming from (carriage returns , I guess), the 2nd Q is:
JamesPF: How is the learning process different for students exposed to a role-specific Jigsaw activity (integrated into a team-based WebQuest focused on "living with AIDS") as compared to students exposed to the same WebQuest without a role-specific Jigsaw activity?
KeithGst20: ?
JamesPF: And, more specifically: Do students exposed to a role-specific Jigsaw activity (integrated into a team-based WebQuest focused on "living with AIDS") report more time on task (i.e., in-class and outside of class in terms of individual time and group time) than students exposed to the same WebQuest without a role-specific Jigsaw activity?
TimLa: pardon my ignorance but what is a role specific jigsaw activity?
JamesPF: Sorry..
JamesPF: It is is a WQ with a jigsaw activity
TimLa: I still don't understand what a jigsaw activity is
BernieD: http://www.jigsaw.org
TimLa: Thanks
JamesPF: Both classes get the identical WQ, but one has more interconnectedness/interdependenc
BernieD: April has a comment, then Keith
JamesPF: Educational approach where the work of a group is divided into pieces (e.g., role-specific tasks) and each member of the group learns their piece and then through the process of solving their piece of the puzzle teaches what they learned back to their fellow group members.
AprilB: I was just going to say something about WebQuest at the colllege level
TimLa: I understand now thank you.
RamonaGst22 joined the room.
BJ left the room.
AprilB: I just did one this semester for the first time (I am undergrad). It was very helpful and a positive learning experience.
BJ joined the room.
JuliaGst6 left the room (signed off).
JodiM: In what subject April?
JimCGst21: ?
BernieD: You mean you experienced it as a student?
AprilB: It was for poetry...yes I mean I experienced it as a student
TomMarch: !
JamesPF: While the model is very well received by teachers and students alike, there is very little in the way of empirical research on the elements that make an effective WebQuest, and most evidence of its effectiveness is anecdotal.
BernieD: Cool. Go Keith
KeithGst20: Is data being gathered about the political and social beliefs about the students participating due to the topic (AIDS)? This topic may play a part in the diagnosis of your data.
AmyD: So with this webquest each student has an individual part he/she is responsible for then reports it to the group to make the concept complete
JamesPF: There are more research Qs than I have shared, but - Yes, Keith
AmandaN joined the room.
BernieD: Jim is next, then TOm
JimCGst21: I would like to contribute to research.
FionaGst26 joined the room.
BernieD: Send James a check!
JeanneP: !
RamonaGst22 left the room.
JimCGst21: My proposal is to be submitted in a couple of weeks. focus - higher order thinking and how WQ promote this
BernieD: Really! Where are you studying?
RamonaGst22 joined the room.
RamonaGst22 left the room (signed off).
RamonaGst22 joined the room.
JimCGst21: Any suggestions on what else I may be able to research? My proposal is not concrete yet. Curtin Universtity, Western Australia. Met Tom a couple of months ago.
JamesPF: Keith, really it is more about their "sensitivity" or appreciation of multiple viewpoints/perspectives - not just their tolerance -rather appreciation of what it might be like to be "living with AIDS"
RamonaGst22: Can someone tell me if I am in the Webquest tapped in room?
AprilB: yes
BernieD: That's a long conversation, Jim. We should talk later.
JamesPF: Uncertainty is an area ripe for research
BernieD: Tom has a comment, then Jeanne and then we have to stop. Go Tom
KeithGst20: I understand, but I just wanted to be constructive with my thoughts to help promote your research.
ReneF joined the room.
TomMarch: I wonder what information you are gathering on participants. The reason I ask is that I see using the jigsaw as one of the sacffolds that can be varied according to user's expertise. Is there a pre-test that can identify how "expert" someone might be in problem-solving and then see if the jigsaw scaffold was helpful to them? Do you see what I'm getting at?
RamonaGst22: This is all new to me ~ do I just wait here until something begins? I'm doing this for a graduate course.
KeithGst20: !
BettyhoGst27 joined the room.
JodiM left the room (signed off).
MarkAH: ?
PeterJS joined the room.
RiannH joined the room.
BernieD: (We have to vacate the room in 3 minutes, so I'm going to have to put a hold on new questions)
KeithGst20: Maybe logic problems, or a MENSA test, or brain teasers could be used for problem-solving tests.
JamesPF: Tom - Yes, I think I do understand what you are getting at. Unfortunately, I am working with two intact classes and am not collecting some of the data that you suggest.
JeanneP: I can hardly call this "empirical data," but...
JeanneP: When I first started teaching my 8th graders, I had a bunch of lessons teaching the information literacy skills (searching, evaluating websites, copyright, higher-order thinking, Big6 Skills, etc.) Then we went into the creation of the WQ by the students in groups. About 2/3 of the way through the year I realized that it should be a WQ itself! With the obvious task being to create a WQ.
BJ left the room.
RiannH left the room.
BernieD: The problem they're grappling with in James's study will be equally new to all of them, I think.
AldenT: Ramona, I think this discussion is ending you may want to go to the next ASO at later on today.
BJ joined the room.
BernieD: Good thought, Jeanne.
RamonaGst22: Thanks ~
JeanneP: I do survey the students as they exit my Info Tech Lit class to see what they think they will continue to use in their everyday lives and for school research purposes. From their comments and my observations, I feel that they are taking much more of the ITL skills with them now that is organized into a WQ.
BernieD: OK... all, before BJ evicts us, we need to begin to end this session.
BernieD: I have one last URL to share with anyone thinking about doing research.
TomMarch: What I'm thinking is that scaffolding (jigsaws) may not be useful to adult learners, whereas it could be crucial to middle schoolers. Another study?
BJ blushes...didn't think I was being that obvious, Bernie.
JamesPF: Tom, will contact you after this for some more conversation.
BernieD: I use it all the time with grad students and I think it works (though I haven't collected data to prove that!)
BernieD: http://webquest.org/webquest-bibliography.htm
PeterJS left the room.
SusanR left the room (signed off).
BernieD: This is a biblography I'm starting to collect. Most of the items are not research studies, but they might play a role in beefing up ones lit review.
AmyD: Thank you for your time. I really enjoyed learning about these webquests
ChristinLW left the room.
KeithGst20 left the room (signed off).
BernieD: And with that, i have to thank you all for coming. If you'd like to continue the discsussion for awhile, follow me to my office.
KoreenG: Yes, thank you for the feedback!
AprilB: Thank you Bernie, James, everyone.
AmyD left the room (signed off).
JamesPF: Thank you, sorry I couldn't get here earlier
JeanneP: It was great to hear from others using and researching WQ! Ciao!
AldenT: waves goodbye See ya!
JimCGst21: Thanks Everyone!
BJ: The Social Studies Forum follows this discussion in this room
BJ: You are all welcome to stay and participate
BernieD left the room.

Next.... in Bernie's Office

Room: BernieD_Ofc
BernieD joined the room.
JeanneP joined the room.
Jan_NS joined the room.
MarkAH joined the room.
BernieD: Hygiene. Hi Jan.
BernieD: Welcome Mark
TomMarch joined the room.
BernieD: Hi Tom.
MarkAH: Hi Bernie...
Jan_NS: Hi, Bernie - no more "Smoke gets in your eyes"?
JeanneP: Very cute... I have not heard that one in awhile :-)
BernieD: Less crowded for sure.
MarkAH: .... I have some information to share regarding research designs. May I post it on your whiteboard?
JamesPF joined the room.
TomMarch: Hi Bernie. The study sounds great. Comparing WebQuests as opposed to a non-WebQuest seems a good way to go.
JimCGst21 joined the room.
BernieD: Dontcha love it when someone assigns their students to show up in Tapped In without prepping them at all?
CarolynHK joined the room.
KristinaR joined the room.
JamesPF: This is great, just wish I got in at the start
BernieD: Welcome all! I should have stopped at Costco to get some mini-quiches.
CarolynHK: mark had a question before we came in here
TimLa joined the room.
BernieD: Leave your punctuation marks at the door.
BernieD: OK... to continue the discussion.... James is shoulder deep in this right now. Any questions for him?
MarkAH: James, I noticed your research questions did speak to any specific learning outcomes. Can you comment on this?
JamesPF: Didnt get to the most important Q 3
JamesPF: Will student performance on an HIV/AIDS Semantic Relationship Test and HIV/AIDS Relationship Judgment test, as well as writing in response to a final (essay) test question exhibit greater depth of understanding concerning ?living with AIDS? for those students exposed to a role-specific Jigsaw activity (integrated into a team-based WebQuest focused on "living with AIDS") than for students exposed to the same WebQuest without a role-specific Jigsaw activity?
TimLa left the room (signed off).
JamesPF: ignore the ? marks they're supposed to be quotes
JamesPF: Am using "structural Knowledge" to examine the impact on the cognitive domain
MarkAH: I see. thanks
JamesPF: See Jonassen 93
KristinaR: James will you be giving the students a rubric for the essay question before hand or do your students already know your expectations for depth of understanding?
JamesPF: We have a rubric, but we are also using an expert rating/scoring guide that looks at possible assertions that they might make
CarolynHK: so you're wondering about the efficacy of the role-specific jigsaw activity...versus....the webquest without the jigsaw component
KristinaR: thanks that clarifies
BernieD: James did a great job of picking the brains of AIDS experts to develop a scoring sheet
JamesPF: The essay Q has to do with how they would choose to spend $ to fight the spread of AIDS
BernieD: You were just collecting data just before the chat. What was that about?
JamesPF: My thinking is that the students in the WQ w/jigsaw will have grtr self-efficacy beliefs and collective efficacy beliefs
JamesPF: and, grtr structural knw
JimCGst21 left the room.
BernieD: 2br apt w rvr vw
MarkAH: I have some news regarding research designs that may be of interest to this group....
BernieD: Take it away, Mark.
MarkAH: ... the US Dept of Ed is proposing adopting a specific set of "approved" research designs for projects they fund. I've put this list on Bernie's whiteboard. This could strongly impact the way we go about research on topics like webquests.

BernieD: Seems as though they're not too keen on qualitative methods.
MarkAH: No
BernieD: Which flies in the face of the research courses in most programs these days.
CarolynHK: not politic
Jan_NS left the room.
JamesPF: We used a coin toss to determine which class would get the jigsaw
JamesPF: Then, the students roles and cities to study were picked out of a hat
TomMarch: Gotta go, folks. Stay in touch and so will I.
JamesPF: Trying to leave this stuff to "chance" may make the study more respectable
BernieD: That's as close to experimental as you can get with an actual course.
JamesPF: Will do, Tom
BernieD: Nite Tom (or g'day, I guess)
MarkAH: I don't think they think about actual classrooms
TomMarch left the room (signed off).
Jan_NS joined the room.
BernieD: Well... this is about program evaluations for funded projects, and that's not the same as what doc students do.
Jan_NS left the room (signed off).
MarkAH . o O ( Have to move on. Thanks Bernie for the talk )
BernieD: (I've got to fix that revolving door)
BernieD: Thanks for the DoE info Mark
MarkAH waves bye
MarkAH left the room (signed off).
CarolynHK: me too..thanks all...very interesting.
CarolynHK left the room (signed off).
BernieD: Thanks to all of you for coming... especially James who has already had a long day
BernieD: I'll send you the transcript of what you missed, James.
JamesPF: Thank you!
JeanneP: Thanks, Bernie. And on a side note-- thanks for all of the fabulous resources on your site.
KristinaR: thank you Bernie and James
BernieD: You're quite welcome. More to come.
BernieD: Nite all.
BernieD left the room (signed off).