| Mark Hawkes | 10/23/2001 | 8:34:23 PM | Hi Sandy, Tricia, Bruce, and Cliff, welcome! |
| Mark Hawkes | 10/23/2001 | 8:34:28 PM | We'll we're just past the halfway point of the semester, is everyone still surviving? |
| Tricia Neugebauer | 10/23/2001 | 8:34:28 PM | hello |
| Lisa Tolliver | 10/23/2001 | 8:34:43 PM | Doing good, so far! |
| Paulette Mangold | 10/23/2001 | 8:35:04 PM | I am, I think. |
| Bruce Long | 10/23/2001 | 8:35:23 PM | Mostly |
| Mark Hawkes | 10/23/2001 | 8:35:34 PM | We've got a lot to do in the next seven weeks, but I'll keep you on track. And I'm sure you'll make it in good shape. |
| Cliff De Long | 10/23/2001 | 8:35:42 PM | surviving - Andy, Stacy and I just flew in from Houston - jet lag |
| Mark Hawkes | 10/23/2001 | 8:36:02 PM | Hi Cliff, how was your trip? |
| Andy Conrad | 10/23/2001 | 8:36:21 PM | Hello all! |
| Cliff De Long | 10/23/2001 | 8:36:24 PM | bumpy |
| Jennifer Nelson | 10/23/2001 | 8:36:41 PM | We had conferences tonight. So feeling swamped. |
| Mark Hawkes | 10/23/2001 | 8:36:41 PM | Glad you're back safe and sound. |
| Andy Conrad | 10/23/2001 | 8:36:50 PM | ask him about his sweaty palms. |
| Sandy Nightingale | 10/23/2001 | 8:36:52 PM | Hi! I finally got a computer at home! It feels great to be able to work at home! |
| Mark Hawkes | 10/23/2001 | 8:37:07 PM | Right Jenn, I see you guys working hard out there. |
| Mark Hawkes | 10/23/2001 | 8:37:17 PM | Congrats Sandy, it is great isn't it! |
| Mark Hawkes | 10/23/2001 | 8:37:33 PM | Just a couple of house keeping things, there are a few of you who haven;'t turned in reaction papers . . . |
| Bruce Mastel | 10/23/2001 | 8:37:46 PM | My G4 PowerMac arrives in two weeks so I am jazzed! |
| Lisa Tolliver | 10/23/2001 | 8:37:50 PM | Way to go Sandy! Definitely a necessity for these courses! |
| Mark Hawkes | 10/23/2001 | 8:38:11 PM | If you haven't got feedback from me on those papers, I don't have your assignment. Not too late to turn in. |
| Mark Hawkes | 10/23/2001 | 8:38:16 PM | IS that your very own Bruce? |
| Cliff De Long | 10/23/2001 | 8:38:49 PM | give us specs so we can drool - bruce |
| Bruce Long | 10/23/2001 | 8:38:58 PM | Yes Yes! |
| Sandy Krage | 10/23/2001 | 8:39:06 PM | is what his? |
| Sandy Krage | 10/23/2001 | 8:39:21 PM | oops, missed it. see it now. |
| Bruce Mastel | 10/23/2001 | 8:39:29 PM | Yup! I can't wait... G4 733 Adding 1.5 GB RAM and it has a 32 MB Nvidia Card...I will also have to video cards and two monitors...who hooo |
| Bruce Long | 10/23/2001 | 8:39:58 PM | What size monitors? |
| Andy Conrad | 10/23/2001 | 8:39:59 PM | Apple must be bringing out the G5's in a month -- bruce is ordering! |
| Mark Hawkes | 10/23/2001 | 8:39:59 PM | Pretty Bruce. |
| Mark Hawkes | 10/23/2001 | 8:40:06 PM | I've also completed my reviews of your DD1's. Everyone should have feedback. Do you have any questions about my comments? |
| Bruce Mastel | 10/23/2001 | 8:40:23 PM | We are meeting wednesday to disucss them and the next section |
| Cliff De Long | 10/23/2001 | 8:40:27 PM | interesting acronym DD1 |
| Mark Hawkes | 10/23/2001 | 8:40:36 PM | Now's your chance to ask me what the heck I was thinking. |
| Mark Hawkes | 10/23/2001 | 8:40:49 PM | I'm afraid to ask Cliff, what does it mean? |
| Andy Conrad | 10/23/2001 | 8:40:57 PM | I thought that you were straight forward. |
| Heidi Noem | 10/23/2001 | 8:41:13 PM | I thought this first draft was basically that - a rough draft. Are we the only group that's report got lots of RED MARKS? |
| Mark Hawkes | 10/23/2001 | 8:41:23 PM | Thanks Andy, I hope clear enough to help you develop your plans. |
| Andy Conrad | 10/23/2001 | 8:41:36 PM | Ours bled like a freshman first paper. |
| Andy Conrad | 10/23/2001 | 8:41:46 PM | in english class |
| Mark Hawkes | 10/23/2001 | 8:41:47 PM | LOL Andy! |
| Cliff De Long | 10/23/2001 | 8:41:53 PM | looked like it needed a transusion |
| Heidi Noem | 10/23/2001 | 8:41:58 PM | No offense Andy, but that comforts me in a way!!! :) |
| Andy Conrad | 10/23/2001 | 8:42:13 PM | offense taken! :-) |
| Cliff De Long | 10/23/2001 | 8:42:18 PM | fusion - always get it confused w/ fission |
| Bruce Mastel | 10/23/2001 | 8:42:26 PM | Wow we got a perfect score with no marks at all...yeah right... |
| Mark Hawkes | 10/23/2001 | 8:42:29 PM | But hey, there was A LOT of good work in your plans. Some refining to do. And yes, Heidi, it is in draft stage. |
| Bruce Long | 10/23/2001 | 8:42:42 PM | I haven't seen our feedback Mark. Did it not get to you? |
| Andy Conrad | 10/23/2001 | 8:42:56 PM | I'm tired already of bowing to Bruce M. |
| Bruce Long | 10/23/2001 | 8:43:13 PM | Who gets your old G3 Bruce M? |
| Sandy Krage | 10/23/2001 | 8:43:17 PM | I think he saw different feedback than I did. |
| Andy Conrad | 10/23/2001 | 8:43:20 PM | First the G4, now the paper, whats next? |
| Mark Hawkes | 10/23/2001 | 8:43:26 PM | Yes Bruce. Emailed it to your team. |
| Sandy Krage | 10/23/2001 | 8:43:28 PM | don't bow yet. |
| Tricia Neugebauer | 10/23/2001 | 8:43:37 PM | i hear ya |
| Cindy Rall | 10/23/2001 | 8:43:43 PM | Are we going to get more information about the expectations for DD2 before we tackle it? |
| Mark Hawkes | 10/23/2001 | 8:43:49 PM | Yes Cindy, tonight! |
| Sandy Krage | 10/23/2001 | 8:43:58 PM | good |
| Cliff De Long | 10/23/2001 | 8:44:18 PM | very interesting acronym DD2 |
| Bruce Mastel | 10/23/2001 | 8:44:26 PM | Doug said to mention he is in Watertown with football tonight so we won't make it |
| Mark Hawkes | 10/23/2001 | 8:44:49 PM | YEs he did Bruce, Thanks for reminding me. |
| Mark Hawkes | 10/23/2001 | 8:45:03 PM | Cliff, too many cocktails on the flight home. |
| Andy Conrad | 10/23/2001 | 8:45:16 PM | no service, to bumpy |
| Andy Conrad | 10/23/2001 | 8:45:39 PM | cliff is still stuck on monday |
| Andy Conrad | 10/23/2001 | 8:45:48 PM | or should that be in monday |
| Mark Hawkes | 10/23/2001 | 8:45:52 PM | Any questions on my DD1 feedback? I have a couple of general comments . . . |
| Mark Hawkes | 10/23/2001 | 8:46:27 PM | I've seen some improvement, but make sure your evaluation questions lead to actual inquiry and not just a yes/no answer. |
| Mark Hawkes | 10/23/2001 | 8:46:53 PM | And, way too many evaluation questions read like survey questions. |
| Sandy Krage | 10/23/2001 | 8:47:08 PM | Can you give a demo Q? |
| Mark Hawkes | 10/23/2001 | 8:47:34 PM | Keep the big picture you want answered in mind when you construct these questions, |
| Cliff De Long | 10/23/2001 | 8:47:59 PM | Write stage 2 of your evaluation plan—which will include but not be limited to the following:
The kinds of information you’ll collect
The sources of that information
The instruments you’ll use and the information they produce
The procedures you’ll use to analyze the information |
| Sandy Krage | 10/23/2001 | 8:48:46 PM | as in this is an eval Q and this is a survey Q |
| Mark Hawkes | 10/23/2001 | 8:49:03 PM | An example Sandy: What are the perceptions of staff participating in professional development events. [Follow-up] what news skills and awareness has development produced in staff? |
| Sandy Krage | 10/23/2001 | 8:49:16 PM | thanks |
| Mark Hawkes | 10/23/2001 | 8:49:39 PM | Survey questions: How would you rate your proficiency on the following skills: . . . . |
| Mark Hawkes | 10/23/2001 | 8:50:02 PM | And there are a lot of survye examples in the Kirshstein book and elsewhere to look at. |
| Cliff De Long | 10/23/2001 | 8:50:07 PM | We want the participant to write us a book - for narrative? |
| Mark Hawkes | 10/23/2001 | 8:50:15 PM | But, you won't be developing instrumentation. Just the plan. |
| Brian O'Connor | 10/23/2001 | 8:50:15 PM | You want teachers to answer essays? |
| Brian O'Connor | 10/23/2001 | 8:50:51 PM | Administrators...essays? |
| Brian O'Connor | 10/23/2001 | 8:51:07 PM | Students I can unserstand |
| Mark Hawkes | 10/23/2001 | 8:51:17 PM | No Brian, those are questions for you, the evaluator to answer. And I would guess it would be a good bit of narrative supported by some quotes, or graphics of some kind |
| Sandy Krage | 10/23/2001 | 8:51:34 PM | So, the eval Q would be answered by the survey results? |
| Brian O'Connor | 10/23/2001 | 8:51:38 PM | Oh, my cold is cloggiing my head |
| Mark Hawkes | 10/23/2001 | 8:51:39 PM | You'll use many data collection technoques to answer that question. |
| Sandy Krage | 10/23/2001 | 8:51:43 PM | in part |
| Paulette Mangold | 10/23/2001 | 8:52:10 PM | Mark this may be premature or not even relevant. but will we be designing instrumentation? |
| Mark Hawkes | 10/23/2001 | 8:52:15 PM | Surveyu results are one source Sandy. But look at other methods for answer the quality of professional development question . . . |
| Mark Hawkes | 10/23/2001 | 8:52:23 PM | any ideas for methods??? |
| Sandy Krage | 10/23/2001 | 8:52:26 PM | ok |
| Brian O'Connor | 10/23/2001 | 8:52:43 PM | Attitude inventory |
| Mark Hawkes | 10/23/2001 | 8:52:43 PM | No Paulette. |
| Cindy Rall | 10/23/2001 | 8:52:45 PM | Observation |
| Paulette Mangold | 10/23/2001 | 8:52:49 PM | Interviews, standardized test results |
| Cindy Rall | 10/23/2001 | 8:52:57 PM | Reflections |
| Paulette Mangold | 10/23/2001 | 8:53:03 PM | Thanks Mark. |
| Mark Hawkes | 10/23/2001 | 8:53:08 PM | Good Brian, there are lots of technolofy attitude/opinion tools out there. |
| Bruce Long | 10/23/2001 | 8:53:11 PM | Review of lesson plans |
| Lisa Tolliver | 10/23/2001 | 8:53:27 PM | Could one method be how the teachers are using what they learned in their classrooms? |
| Mark Hawkes | 10/23/2001 | 8:53:30 PM | personal reflections in a journal, maybe reflections gathered in an intereview or in a focus group. |
| Andy Conrad | 10/23/2001 | 8:53:32 PM | Journal entries |
| Sandy Krage | 10/23/2001 | 8:53:46 PM | logs |
| Mark Hawkes | 10/23/2001 | 8:53:51 PM | Yes Lisa, but how would you gather that? |
| Mark Hawkes | 10/23/2001 | 8:54:09 PM | Yup Andy and Sandy -- |
| Lisa Tolliver | 10/23/2001 | 8:54:09 PM | I suppose by observation, or by looking at lesson plans |
| Cliff De Long | 10/23/2001 | 8:54:35 PM | curriculum review? |
| Bruce Mastel | 10/23/2001 | 8:54:36 PM | Likert scales to question them about their use??? |
| Mark Hawkes | 10/23/2001 | 8:54:55 PM | YES, structured observation. I often use that method and a create a form that forces me to tune into key events or pedagogical processes. |
| Sandy Nightingale | 10/23/2001 | 8:55:09 PM | Looking at the types of assistance teachers ask the tech coordinator. |
| Bruce Long | 10/23/2001 | 8:55:34 PM | As in "How many times did the teacher ask a question of the clsass." |
| Mark Hawkes | 10/23/2001 | 8:55:34 PM | A good point Bruce. Varied scale tools usually yield good data. |
| Cliff De Long | 10/23/2001 | 8:56:04 PM | If you create a form - could it be web-based? |
| Mark Hawkes | 10/23/2001 | 8:56:23 PM | Well Bruce, more like, in how many instances did the teacher asked questions that elicited higher order thinking responses from students? |
| Mark Hawkes | 10/23/2001 | 8:56:34 PM | Absolutely Cliff. |
| Bruce Long | 10/23/2001 | 8:56:45 PM | OK. I see. |
| Bruce Mastel | 10/23/2001 | 8:57:15 PM | webform would be very user friendly easy to setup and data collection is partly done with proper database setup |
| Mark Hawkes | 10/23/2001 | 8:57:16 PM | The data shows that web-based survey fare no worse than mailed surveys in response rates. |
| Mark Hawkes | 10/23/2001 | 8:58:19 PM | I like to conduct observations that look for instances of student collaboration with or on technology tools . . . |
| Paulette Mangold | 10/23/2001 | 8:58:26 PM | I would think for students it would be easy to do a web-based survey but parents might be intimidated |
| Andy Conrad | 10/23/2001 | 8:58:26 PM | use to be in advertising that a 5% response rate was fantastic. |
| Andy Conrad | 10/23/2001 | 8:58:33 PM | from mailings |
| Cliff De Long | 10/23/2001 | 8:58:40 PM | now - i'm confused - questions aren't supposed to read like a survey - but we could use a fill-in form to tabulate responses? |
| Mark Hawkes | 10/23/2001 | 8:58:56 PM | I like observations to understand the the authenticity of the tasks and meaningfullness to the learners. |
| Mark Hawkes | 10/23/2001 | 8:59:17 PM | 50% one social science surveys is pretty good. |
| Sandy Krage | 10/23/2001 | 8:59:42 PM | what do you mean by "authenticity of the task" and how in observation can you tell it's meaningful to the learner? |
| Mark Hawkes | 10/23/2001 | 8:59:55 PM | We've moved from the evaluation question to the survey questions Cliff. |
| Cliff De Long | 10/23/2001 | 8:59:58 PM | Does mandating participation as a condition of employment or equipment useage skew results? |
| Bruce Long | 10/23/2001 | 9:00:04 PM | Is authenticity like validity? |
| Mark Hawkes | 10/23/2001 | 9:00:17 PM | And the online form is just one method for collecting data. |
| Mark Hawkes | 10/23/2001 | 9:00:53 PM | Authenticity is the extent to which course activities replicate the real world experience. Can anyone explain it better? |
| Jennifer Nelson | 10/23/2001 | 9:01:32 PM | Application to real life |
| Cindy Rall | 10/23/2001 | 9:01:36 PM | I agree Mark. It is application based not necessarily basic skill based. |
| Mark Hawkes | 10/23/2001 | 9:01:49 PM | Does that make sense Bruce L? |
| Bruce Long | 10/23/2001 | 9:02:04 PM | Yes, thanks. |
| Cliff De Long | 10/23/2001 | 9:02:10 PM | You actually perform the task in the intended environment. |
| Mark Hawkes | 10/23/2001 | 9:02:40 PM | So your evaluation questions should be big picture questions to get to the notion of impact, access, and utility of the technology |
| Sandy Krage | 10/23/2001 | 9:03:04 PM | So our evaluation plan is authentic if it is really used? or just could be used? |
| Mark Hawkes | 10/23/2001 | 9:03:30 PM | That's the best case scenario Cliff. And if we can't put the students in the environment, then we have them replicate the environment and still to the actual work. |
| Sandy Krage | 10/23/2001 | 9:03:52 PM | ok |
| Cliff De Long | 10/23/2001 | 9:03:55 PM | without any chance of getting burned by negative feedback? |
| Mark Hawkes | 10/23/2001 | 9:04:11 PM | That's a way of looking at it Sandy. I would say that the plan already meets the requirements of authenticity. It has practicality in your work. Whether you actually use it or not remains to be seen. |
| Mark Hawkes | 10/23/2001 | 9:04:44 PM | Right on Cliff. |
| Mark Hawkes | 10/23/2001 | 9:05:06 PM | IS this difference between evaluation questions and survey questions clearing up for you? |
| Lisa Tolliver | 10/23/2001 | 9:05:15 PM | yes |
| Sandy Krage | 10/23/2001 | 9:05:20 PM | yes |
| Brian O'Connor | 10/23/2001 | 9:05:22 PM | Yes |
| Tammie Munsen | 10/23/2001 | 9:05:25 PM | Yes |
| Mark Hawkes | 10/23/2001 | 9:05:27 PM | Good. |
| Paulette Mangold | 10/23/2001 | 9:05:31 PM | yes |
| Mark Hawkes | 10/23/2001 | 9:05:42 PM | Okay, now you're heading into your DD2's. |
| Cliff De Long | 10/23/2001 | 9:05:43 PM | dazed & 'fused |
| Cliff De Long | 10/23/2001 | 9:06:05 PM | survey 'em w/ eval ?s |
| Andy Conrad | 10/23/2001 | 9:06:11 PM | dazed defused too! |
| Mark Hawkes | 10/23/2001 | 9:06:34 PM | No teasing Cliff. |
| Cliff De Long | 10/23/2001 | 9:06:52 PM | I'm not - please reiterate... |
| Mark Hawkes | 10/23/2001 | 9:07:26 PM | As earlier posted, DD2's indicate the data you'll collect, the sources of that data possibly the instruments, and the analysis procedures |
| Brian O'Connor | 10/23/2001 | 9:07:53 PM | [Private] Cliff, fill me in on DD1 and DD2. What did I miss? |
| Cliff De Long | 10/23/2001 | 9:08:34 PM | Call me a DS - but I missed out on the meaning of DD1 and DD2 - which are specific federal forms to be filled out in my world |
| Mark Hawkes | 10/23/2001 | 9:08:36 PM | Your survey qeustions might reflect the evlauation questions at some level. |
| Paulette Mangold | 10/23/2001 | 9:08:38 PM | Mark if we use the Sanders table as a guide we should be able to fullfill that assignment? |
| Tricia Neugebauer | 10/23/2001 | 9:08:59 PM | design document 1 design document 2 |
| Mark Hawkes | 10/23/2001 | 9:09:08 PM | Oh, sorry. Stage 1 and Stage 2 evaluations! |
| Sandy Krage | 10/23/2001 | 9:09:15 PM | Are the instruments to be completed made up with all the Q's, etc. or just named? |
| Mark Hawkes | 10/23/2001 | 9:09:31 PM | Thanks Tricia, I was back in 716. |
| Tricia Neugebauer | 10/23/2001 | 9:09:39 PM | we don't make the instruments just describe them, sandy |
| Sandy Krage | 10/23/2001 | 9:09:53 PM | thanks |
| Mark Hawkes | 10/23/2001 | 9:09:58 PM | No Sandy, you are not developing any surveys, or instruments in Stage two of your evaluation. |
| Cindy Rall | 10/23/2001 | 9:10:03 PM | So if you do not necessarily have the instruments how do you develop analysis proceedures? |
| Cliff De Long | 10/23/2001 | 9:10:18 PM | instrument being a document containing queries of stakeholders, etc. |
| Mark Hawkes | 10/23/2001 | 9:10:22 PM | What is the procedure for analyzing any survey? |
| Brian O'Connor | 10/23/2001 | 9:10:38 PM | Compiling and comparing |
| Bruce Mastel | 10/23/2001 | 9:10:39 PM | descirbe what method you would use to organzide the responses |
| Mark Hawkes | 10/23/2001 | 9:11:03 PM | Complete items means, compare groups and subgroups, qualitative analysis on open-ended items, etc. |
| Cindy Rall | 10/23/2001 | 9:11:21 PM | I was thinking it needed to be more specific than that. Sorry. |
| Mark Hawkes | 10/23/2001 | 9:11:32 PM | IF the responses are on a likert scale, I'd talley and produce and item mean. |
| Cliff De Long | 10/23/2001 | 9:11:38 PM | statistical analysis of tabulated results - summative... narrative of qualitative results |
| Mark Hawkes | 10/23/2001 | 9:12:15 PM | Cindy, this evaluation plan will produce no evaluation data at all because you will not be implementing it during the course of this class. That;s for afterward, hopefully. |
| Mark Hawkes | 10/23/2001 | 9:12:27 PM | yeah, Cliff |
| Cliff De Long | 10/23/2001 | 9:12:35 PM | concern of replicability? |
| Brian O'Connor | 10/23/2001 | 9:12:40 PM | Whoa! I think I have missed something. |
| Sandy Krage | 10/23/2001 | 9:12:55 PM | summer school |
| Brian O'Connor | 10/23/2001 | 9:13:11 PM | We are not going to use this during the course! |
| Mark Hawkes | 10/23/2001 | 9:13:17 PM | The Sanders text, the Kirshstein stuff, and the examples on theresource page all have information on analysis procedures. |
| Jennifer Nelson | 10/23/2001 | 9:13:27 PM | have you taken research and stats class yet, brian? |
| Brian O'Connor | 10/23/2001 | 9:13:38 PM | Why do you ask? |
| Bruce Long | 10/23/2001 | 9:14:10 PM | Is research and stats a prerequisite? |
| Mark Hawkes | 10/23/2001 | 9:14:19 PM | No, Cliff, replication is a hallmark of experimental research, and we're doing quasi-experimental methods only part of the time |
| Jennifer Nelson | 10/23/2001 | 9:14:33 PM | that is where some of those terms were covered in that class this summer |
| Mark Hawkes | 10/23/2001 | 9:14:57 PM | Brian, no implementation of the plan in this class. Too much to ask. |
| Brian O'Connor | 10/23/2001 | 9:14:58 PM | What terms? Did I miss somethng else? |
| Mark Hawkes | 10/23/2001 | 9:15:13 PM | Bruce, no. But it helps to have a research experience in front of you. |
| Cliff De Long | 10/23/2001 | 9:15:33 PM | so the use of internal evaluators leads to concerns of validity? I'm quasi-asking... |
| Bruce Long | 10/23/2001 | 9:15:38 PM | Oh,good. I'll depend on my team for some of their experience then. |
| Brian O'Connor | 10/23/2001 | 9:15:42 PM | I think I better talk to Marcia and Rose, then. They are under some different suppositions. |
| Mark Hawkes | 10/23/2001 | 9:15:47 PM | Right Jenn so those of you who took the research class see where to plug in methodologies. |
| Sandy Krage | 10/23/2001 | 9:15:49 PM | Brian, there was a class this summer with all those terms. we didn't have to do them, just learn about them. You'll have it later. |
| Mark Hawkes | 10/23/2001 | 9:16:17 PM | Tell them to look at the course requirements Brian, they'll be relieved. |
| Brian O'Connor | 10/23/2001 | 9:16:23 PM | I was just wondering when I asked about these terms. |
| Brian O'Connor | 10/23/2001 | 9:16:32 PM | I am already, Mark |
| Jennifer Nelson | 10/23/2001 | 9:17:10 PM | sorry Brian, I may have added to the confusion, instead of helping out |
| Mark Hawkes | 10/23/2001 | 9:17:50 PM | Some of you have already formatted the next stage (2) of your evaluation plan in a way that I think really helps to organize what you're soing. The matrix approach helps ypou and organize and the reader see . . . |
| Mark Hawkes | 10/23/2001 | 9:18:15 PM | exactly what methods of data collection and analysis are attached to what questions. |
| Mark Hawkes | 10/23/2001 | 9:18:37 PM | Jenn, very helpful. |
| Paulette Mangold | 10/23/2001 | 9:18:56 PM | It is easier to see the connections at first. |
| Mark Hawkes | 10/23/2001 | 9:20:01 PM | So if I were to read the question in the left column I could read right and see such columns for question purpose or rational, data sources, data collection methods, and analysis procedures. |
| Tricia Neugebauer | 10/23/2001 | 9:20:06 PM | is the matrix referring to p 14? |
| stacy phelps | 10/23/2001 | 9:20:20 PM | [Private] not good damn aol kicked my machines butt |
| Lisa Tolliver | 10/23/2001 | 9:20:32 PM | yes Tricia |
| Mark Hawkes | 10/23/2001 | 9:20:33 PM | OF the Sanders text Tricia? |
| Bruce Long | 10/23/2001 | 9:20:39 PM | Or page 35? |
| Tricia Neugebauer | 10/23/2001 | 9:20:40 PM | yes |
| stacy phelps | 10/23/2001 | 9:20:41 PM | [Private] have a missed a lot |
| Cliff De Long | 10/23/2001 | 9:20:48 PM | Q: Evaluations are always ignored. A: Some are. It depends on how directly (and simply) the reports and the underlying data speak to the policy issues. And also on the patience of the policy makers and of the measurement people. |
| Cliff De Long | 10/23/2001 | 9:20:53 PM | http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper9.html#IV |
| stacy phelps | 10/23/2001 | 9:21:02 PM | [Private] did you send me that first message |
| Tricia Neugebauer | 10/23/2001 | 9:21:03 PM | both would be useful bruce |
| Cliff De Long | 10/23/2001 | 9:21:14 PM | [Private to stacy phelps] nope |
| stacy phelps | 10/23/2001 | 9:21:22 PM | [Private] oh must have been andy |
| Mark Hawkes | 10/23/2001 | 9:21:25 PM | I don't know, I don't have the text with me. probably 35 |
| Mark Hawkes | 10/23/2001 | 9:22:25 PM | Evaluations are guaranteed to be ignored when the ignore the interests of the stakeholders. So make sure your quesitons speak to the needs of the stakeholders. |
| Mark Hawkes | 10/23/2001 | 9:23:27 PM | So teams, you'll start your work on the Stage 2 evaluations by adding to the end of your stage one evaluations. |
| Cliff De Long | 10/23/2001 | 9:23:49 PM | [Private to stacy phelps] Is an Evaluation Information Collection and Analysis Worksheet a Matrix? |
| Cliff De Long | 10/23/2001 | 9:24:04 PM | Is an Evaluation Information Collection and Analysis Worksheet a Matrix? |
| Tammie Munsen | 10/23/2001 | 9:24:11 PM | When we submit stage 2, will stage one be included also since it is a continuation? |
| Mark Hawkes | 10/23/2001 | 9:24:12 PM | That will be due November 2. |
| Mark Hawkes | 10/23/2001 | 9:24:28 PM | Yes Cliff. |
| Cliff De Long | 10/23/2001 | 9:24:51 PM | See Fig. 4.1 Pg. 48 Sanders |
| Cindy Rall | 10/23/2001 | 9:24:57 PM | So Mark, Once we squeeze the blood out of DD1 to we resubmit it for approval? |
| Bruce Long | 10/23/2001 | 9:25:20 PM | My question too Cindy. |
| Mark Hawkes | 10/23/2001 | 9:25:50 PM | Yes Tammie, the development of the plan is cummulative. My feedback on the stage 2 of the evaluation plan will be the last you get from me until you hand in your completed designs, which have stage three components, and then additional components that we talk about in the last month of class like a hardware analyisis, software evaluation, and web site evaluation. |
| Mark Hawkes | 10/23/2001 | 9:26:02 PM | I don't have to book. |
| Cliff De Long | 10/23/2001 | 9:26:13 PM | [Private to stacy phelps] Also Pg. 54 of An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms |
| Tammie Munsen | 10/23/2001 | 9:26:49 PM | Thanks, Mark |
| Paulette Mangold | 10/23/2001 | 9:27:16 PM | page 35 has the first 4 columns completed
|
| Mark Hawkes | 10/23/2001 | 9:27:17 PM | No Cindy, And I'm sorry to use DD1--it's stage 1 of the evaluation plan. My feedback is elective. Of course, I hope to see in the final design a product that improves on earlier versions in some way. Take my feedback in that context. |
| Mark Hawkes | 10/23/2001 | 9:28:16 PM | Okay team, you're doing great. Keep asking questions, keep up the good team work. Any last ideas, questions, comments? |
| Cliff De Long | 10/23/2001 | 9:28:35 PM | [Private to Paulette Mangold] Also Pg. 54 of An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms |
| Bruce Mastel | 10/23/2001 | 9:28:37 PM | see you wed Sandy and Tricia! |
| Sandy Krage | 10/23/2001 | 9:28:44 PM | OK |
| Bruce Long | 10/23/2001 | 9:28:46 PM | I'm defintely going ot need to reread this chat! |
| Paulette Mangold | 10/23/2001 | 9:28:47 PM | none here |
| Heidi Noem | 10/23/2001 | 9:28:53 PM | When will we be meeting with you in just our teams? |
| Lisa Tolliver | 10/23/2001 | 9:29:08 PM | Quick question for Dan's class, when is the mid-term due? |
| Sandy Krage | 10/23/2001 | 9:29:15 PM | Thanks for answering our questions, Mark. |
| Bruce Mastel | 10/23/2001 | 9:29:16 PM | sunday the 28th |
| stacy phelps | 10/23/2001 | 9:29:18 PM | [Private] hey cliff i am going ot go down. leave at like 8:30 or so |
| Brian O'Connor | 10/23/2001 | 9:29:20 PM | Mark, did you get the stage one document back to Marcia for our team? |
| Lisa Tolliver | 10/23/2001 | 9:29:41 PM | Thanks, Bruce M. |
| Bruce Long | 10/23/2001 | 9:29:41 PM | Thanks Bruce M. |
| Mark Hawkes | 10/23/2001 | 9:29:54 PM | If you need me to come to a team meeting. Send out an invite and I'll do m best to make it. |
| Bruce Mastel | 10/23/2001 | 9:29:57 PM | Mark I am sure I have my other work in, however if we don't do you notify us via email? |
| Cliff De Long | 10/23/2001 | 9:30:10 PM | [Private to stacy phelps] cool - i'll be waiting call me? |
| Mark Hawkes | 10/23/2001 | 9:30:12 PM | Yes, Brian it's to Marica. Hopefully she distributed it. |
| stacy phelps | 10/23/2001 | 9:30:23 PM | [Private] tonight |
| stacy phelps | 10/23/2001 | 9:30:28 PM | [Private] ? |
| Mark Hawkes | 10/23/2001 | 9:30:32 PM | Okay Bruce M. I'll check when I'm back at the ranch. |
| Brian O'Connor | 10/23/2001 | 9:30:32 PM | Thank you. |
| Bruce Mastel | 10/23/2001 | 9:30:39 PM | Tricia and Sandy did you both get a copy of our feedbak from mark? |
| Cliff De Long | 10/23/2001 | 9:30:49 PM | [Private to stacy phelps] just missing you... |
| Sandy Krage | 10/23/2001 | 9:31:00 PM | We weren't bumped off tonight! That was great. |
| stacy phelps | 10/23/2001 | 9:31:05 PM | [Private] sure sure i will see you in the morning than |
| Sandy Krage | 10/23/2001 | 9:31:07 PM | Yes, bruce M. |
| Cliff De Long | 10/23/2001 | 9:31:09 PM | [Private to stacy phelps] he said in a gay tone of voice |
| Mark Hawkes | 10/23/2001 | 9:31:13 PM | Yahoo Sandy. I didn't mention it becasue I didn't want to jinx us. |
| stacy phelps | 10/23/2001 | 9:31:20 PM | [Private] and taht is how i heard it |
| Cindy Rall | 10/23/2001 | 9:31:29 PM | This has been the most successful chat that I have been involved with. |
| Bruce Mastel | 10/23/2001 | 9:31:29 PM | bye |
| Cliff De Long | 10/23/2001 | 9:31:31 PM | [Private to stacy phelps] did you get a copy of our feedback from Mark? |
| Bruce Long | 10/23/2001 | 9:31:47 PM | Nite all. See you next week. |
| Mark Hawkes | 10/23/2001 | 9:31:48 PM | YEA. [big pat on the back for everyone] |
| Andy Conrad | 10/23/2001 | 9:31:50 PM | Say good night Gracie! |
| Paulette Mangold | 10/23/2001 | 9:31:57 PM | Night Gracie |
| Bruce Mastel | 10/23/2001 | 9:31:59 PM | Goodnight andy |
| Sandy Krage | 10/23/2001 | 9:32:09 PM | nightie night |
| Cindy Rall | 10/23/2001 | 9:32:11 PM | Goodnight Gracie! |
| Brian O'Connor | 10/23/2001 | 9:32:13 PM | g'night |
| Mark Hawkes | 10/23/2001 | 9:32:14 PM | See you all later. Take care and call/eamil me with your questions. I'll reply ASAP. |
| Lisa Tolliver | 10/23/2001 | 9:32:30 PM | ht |
| Lisa Tolliver | 10/23/2001 | 9:32:38 PM | oops |
| Tammie Munsen | 10/23/2001 | 9:32:38 PM | Good Night |