https://padlet.com/ldieker/vxwn8tpdwsi8 Share your thoughts in the padlet area throughout the day. en-us 2019-01-14 19:10:24 UTC 2024-10-13 02:58:53 UTC hello@padlet.com ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320478399 Excited to kickoff this conference with our amazing keynote Julie Cohen ]]> 2019-01-14 19:13:15 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320478399 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320479412 What excited you the most?]]> 2019-01-14 19:14:36 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320479412 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320479716 What do you wonder further about from this session? ]]> 2019-01-14 19:15:10 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320479716 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320480117 What do you wonder further about from this session? ]]> 2019-01-14 19:15:51 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320480117 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320480881 Where, in what ways, under what conditions, and for what purposes do simulations best fit in teacher education?  ]]> 2019-01-14 19:17:06 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320480881 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320484867 What do you wonder further about from this session? ]]> 2019-01-14 19:22:52 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320484867 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320485127 What do you wonder further about from this panel? ]]> 2019-01-14 19:23:16 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320485127 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320486973 What did you learn that excites you? What do plan to do with what you learned from this session? ]]> 2019-01-14 19:23:50 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320486973 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320492472 2019-01-14 19:30:56 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/320492472 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332925243 2019-02-19 20:30:41 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332925243 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332925655 What are the main hypotheses for how simulations do (or should) work best in mathematics education and science education? What evidence can (or should) be used to support those hypotheses, and what research designs would support the collection of that evidence? ]]> 2019-02-19 20:31:48 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332925655 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332952548 What do we know about the effectiveness of approximations of practice? What works?]]> 2019-02-19 21:49:27 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332952548 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332953060 2019-02-19 21:51:29 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332953060 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332954090 Agree we need a range of simulation and a pathway to make teachers more effective faster - three years is too long. 

]]> 2019-02-19 21:55:51 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332954090 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332954843 2019-02-19 21:59:05 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332954843 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332955884 2019-02-19 22:03:59 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332955884 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332956002 2019-02-19 22:04:32 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332956002 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332958627 2019-02-19 22:12:01 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332958627 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332959000 Something someone said at my table reminded me of the conditions for calling something "high leverage" - that is matters that teachers do it well but also that its consequential if done badly]]> 2019-02-19 22:13:09 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332959000 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332959172 How might we work across teacher education programs to link practice-based activities and outcomes across different contexts?]]> 2019-02-19 22:13:40 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332959172 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332960032 Some rationales I heard that were different were focused on opportunity (approximating what teachers might not have opportunity to see or experience) and suitability to medium (focusing on what we can do well and/or saving the simulation for cases where its really warranted)]]> 2019-02-19 22:16:44 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332960032 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332960358 2019-02-19 22:18:00 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332960358 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332960906 It's true that approximations help TCs not experiment on students. How can we discuss the value of "experimenting" with these approximations on teacher candidates? ]]> 2019-02-19 22:20:20 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332960906 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332962875 2019-02-19 22:28:53 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332962875 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332967426 I am curious about the stress level (example of blood pressure cuffs) teacher candidates experience when they are alone with the avatars vs. when they are teaching in front of their peers (or coach).

]]> 2019-02-19 22:51:56 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332967426 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332969236 It strikes me that one affordance of the technology is that it doesn't just simplify for the teacher but also potentially for the coach, who instead of responding to whatever happens in the field, can be really prepared for the types of things likely to come up in a scenario the coach has pre-knowledge of. It likely could improve the nature of the coaching. 

]]> 2019-02-19 22:59:55 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332969236 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332970471 Valuable to hold students and practice constant in simulation of practice. As well as quickly prototype and improve on our practices. ]]> 2019-02-19 23:05:12 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332970471 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332972014 Sharing materials ]]> 2019-02-19 23:13:04 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332972014 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332992844 I am hoping we can try to get some additional precision in language: approximations, simulations, rehearsals.]]> 2019-02-20 00:57:23 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/332992844 bendotger https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333171384 The term “worth” seems open to interpretation. What might be “worth simulating” to one Teacher Educator in one context might not be “worth it” in other contexts, semesters, with other groups of TCs, etc.

]]> 2019-02-20 13:57:35 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333171384 ssmith622 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333174641 I am struck by how difficult it is to make room for simulations in already-crowded methods courses.]]> 2019-02-20 14:04:15 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333174641 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333232489 As I see the Mursion avatars, I'm wondering who and how people make decisions about what visible identities are present? And how does that affect what the interaction and moment becomes "about"?]]> 2019-02-20 15:50:34 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333232489 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333236131 Interesting to see some overlap with Levin et al. and other posters -- when and to what extent is it necessary to standardized, given goals for use, and how simulations get used within other structures, courses, and programs as something important to attend to.]]> 2019-02-20 15:57:07 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333236131 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333236811 I am struck in response to the person who said "I am struck by how difficult it is to make room for simulations in already-crowded methods courses." by what this reflects about how we structure programs and the choices we force teacher educators to make in prioritizing whats possible and counting on "experience" to do the rest. ]]> 2019-02-20 15:58:23 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333236811 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333238034 Its worth approximating the things that help define the work of teaching so that teachers understand what it is they've signed on to.]]> 2019-02-20 16:00:42 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333238034 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333240156 People using simulations mainly for learning seem to consistently have a before/during/after component. Would be interesting to look at those closely across examples to see how/to what end they're being used (data, self-reflection, other?)]]> 2019-02-20 16:04:26 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333240156 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333245679 It occurs to me that a unique benefit of rehearsals is the opportunity for future teachers to intentionally get inside the heads of the thinking of kids they'll be teaching -- have to try to make sense of the ideas they bring rather than simply viewing it from the perspective of a teacher.]]> 2019-02-20 16:12:21 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333245679 ssmith622 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333247285 Candidates' own disciplinary content knowledge (and PCK?) seems to play such a big role in the mathematics- and science-focused sims. That's not super surprising, but for some reason the sim is lifting it out.]]> 2019-02-20 16:14:44 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333247285 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333248523 With the new Avatars that Mursion has been using in the last few years, I was disturbed that there were no black students, especially considering the population that our PSTs teach. I've heard from Mursion that they've gotten comments about this visible identities, but for me, they were able to swap out their usual avatar for a black student. (Right, that was Harrison).]]> 2019-02-20 16:16:40 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333248523 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333258476 2019-02-20 16:34:15 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333258476 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333261034 This tool is AMAZING. I'm wondering what gets coded as a misbehavior and the amount of individual judgment that goes into that, esp. if "misbehavior" is a catchall code and not differentiated by type of behavior.]]> 2019-02-20 16:38:35 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333261034 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333261077 2019-02-20 16:38:39 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333261077 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333267159 It seems that "worth" invokes, at least in part, a cost/benefit relationship. And perhaps this is why so many of us talk about our programs/courses. What's "worth" the time/energy/money to simulate may depend on the focus, needs, and resources of those contexts -- ie. what's worth it is always going to be relative, which means we have to consistently point to that broader context when we write/talk about simulations.]]> 2019-02-20 16:49:00 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333267159 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333272053 A lot of people have talked about -- at tables and in posters/talks -- that simulations, even as it makes teaching more accessible, reveal to students how difficult and complex the work is (make visible the invisible work), which in turn makes them less defensive about not being "good at it" yet and also eager to learn to do it. ]]> 2019-02-20 16:57:45 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333272053 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333315773 To expand on Dan's post, the new Mursion middle school does have Harrison who can take the place of Ava and is a black student. He is the brother of Jayla, who is in the elementary class. I was also disappointed with the attempt to neutralize the kids in the new builds into nondescript races across the board, which I believe Mursion would say was intentional. I think it an important aspect we can teach with the simulation is diversity, but it needs to be done without stereotyping.]]> 2019-02-20 18:21:10 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333315773 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333319857
1. Practice - a) live, b) critical incidents; c) discussions including questions, engagement, difficult conversations; 
2) Expert feedback 3) equity/social justice and how tools adaptive to these concepts; 4) Cost]]> 2019-02-20 18:28:51 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333319857 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333322462 Lisa's summary without any further validation of themes from question posed "What aspects of teaching in science education are worth simulating?"
1. Discussion a) misconceptions, b) students ideas/challanges and alternative experience; c) conversation about phenomenon; d) teaching integration of science ideas. 2. Practice a) teaching that is equitable; b) rigorous; c) providing rational for "why they should learn the content". ]]> 2019-02-20 18:33:52 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333322462 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333324428 1. Mathematical knowledge - including deep conceptual learning; 2. Student thinking, explanation, sense-making, and curiosity; 3. Error correction, 4. When to use live versus tech is better ]]> 2019-02-20 18:37:39 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333324428 ldieker https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333325269 1. Practice a) decision-making/thinking, b) planning, c) assessment, d) transfer; e) discussion, f) teacher personal understanding of their presence. 2. learning - specific teaching practices, problems of practice/ HLPs. 3. behavior management
4. Responsiveness to a) student, b) practices, c) interactions.]]> 2019-02-20 18:39:11 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333325269 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333328098 Something really valuable (and seemingly unique) about what Hala is describing is that the rehearsal is heavily situated in observed and actual classroom practice. I wonder about people writing/composing/designing scenarios -- where do they come from, what are our claims that they are reasonable approximations of what happens in the classroom, etc. ]]> 2019-02-20 18:44:48 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333328098 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333341145 Something that has bubbled up in conversation is the fact that what it looks like to use these well (these and well both being vaguely named on purpose) with PSTs and inservice teachers may (or may not) change. Would be interesting to explore further.]]> 2019-02-20 19:08:51 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333341145 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333348929 Tim's comments about environment in the visual made me think about the extent to which we invoke actual environments in the doing of/debrief of simulations. In considering the "two worlds problem," how much are we preparing Ts to think about this work (with)in the realities of (at least local) classrooms?]]> 2019-02-20 19:22:40 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333348929 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333617639 How does it shape our thinking about math and science teaching when we talk about special populations as a separate group?]]> 2019-02-21 13:48:06 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333617639 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333625303 It would be great to see some "best practices" around interactor training as well, now that there are so many sites using the license model, as thinking about organized supports for interactors doing the work. While the level of standardization needed varies depending on your objective, there is a real sense in which the interactor is the research instrument for many of us, and we should pay as much attention to building validity evidence for those instruments as we would for any other. ]]> 2019-02-21 14:03:50 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333625303 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333631311 I feel like one of the underuses of the sims is as a comparative measure (like Rhonda described) that is so much less invasive and easier to control than trying to link directly to observations of classroom practice.]]> 2019-02-21 14:15:20 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333631311 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333633920 Listening to Rhonda's talk, I keep coming back to the importance of describing the context of the teaching programs. While her intervention is the game, it doesn't sound like that's where teachers are learning the PCK and cultural awareness, for example, and so their eventual ability to follow through on the plan they would describe to parents would rest on where/how teachers learn that. So at least referencing where/how teachers learn that in a program feels super important when writing about a study.]]> 2019-02-21 14:20:04 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333633920 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333660465 Can we start moving towards more specific language about what constitutes a rehearsal, a role play, a simulation, etc.? How would this help us specify forms, purposes, etc. in ways that help us things about what/when/under what conditions?

]]> 2019-02-21 15:03:21 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333660465 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333668307 I agree with the question about moving toward more specific and precise language (approximation, rehearsal, role play, simulation, live actor, standardized student, etc.). As a part of that, is there specific language we could use for simulations with technology versus those without technology? ]]> 2019-02-21 15:16:33 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333668307 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333669160 I would like to see us start to identify what are the affordances of the different approaches to approximating practice. When do we choose to do which one?

]]> 2019-02-21 15:18:02 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333669160 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333670186 The questions about "what is worth simulating" seem like they could be answered in a few different ways: what are the criteria or considerations for what makes a practice high-leverage (which might make it a candidate for simulating); what are the specific practices we might want to simulate (e.g. leading a discussion or eliciting S ideas); or what are the characteristics of a particular scenario that seems fruitful (e.g. there are lots of solution paths that Ss might demonstrate). Which should we be focusing on? (Perhaps all?) How can we build on the literature as we answer this question? (e.g. the lit on HLPs and core practices includes the criteria scholars have used in identifying them; we don't need to reinvent that wheel). 
 ]]> 2019-02-21 15:19:32 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333670186 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333670904 Building on the question raised about how to train interactors to simultate an EL student, I would be interested in more conversation about isues of bias in simulating someone of a different race, gender, culture, language background]]> 2019-02-21 15:20:32 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333670904 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333672724 It would help to discuss key design features that impact the assessing/learning opportunities available through simulations. I'd like to hear a discussion that separates the "within simulation" features and the features of whatever might surround the simulation. ]]> 2019-02-21 15:23:30 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333672724 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333673549 I'd love to see the panel take up the issue of standardization. When do we need real standardization? When ]]> 2019-02-21 15:24:33 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333673549 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333673826 In general it would be great if the panelists could make clear when what they're talking about is specific to tech-mediated simulations and when what they're talking about is specific to in-person simulations and when it's general across both. I feel like the default assumption at the meeting has been the tech-mediated simulations, unless otherwise specified, in some talks and conversations. ]]> 2019-02-21 15:25:00 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333673826 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333674045 How can we work together to create equity and diversity in approximation of practice?]]> 2019-02-21 15:25:23 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333674045 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333674585 What is the role of power and privilege in designing simulations, especially when it comes to profiles and avatars with different identities? There is a fraught history of white people appropriating the work and identities of people of color and it seems we need to be mindful of this history and (at minimum) understand how people of color feel about our work]]> 2019-02-21 15:26:14 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333674585 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333675538 What has helped you best conduct research and what tools and strategies need to be developed to do research effectively on simulations and their outcomes?

]]> 2019-02-21 15:27:46 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333675538 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333706542 I would like to feel more prepared to respond to critics of practice based education. For example, Philips et al (2018) published an article that really critiques these ideas. How do we respond, both to the article and in ensuring our own work does not threaten justice..... Making Justice Peripheral by Constructing
Practice as “Core”: How the Increasing
Prominence of Core Practices Challenges
Teacher Education]]> 2019-02-21 16:16:27 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333706542 elizabethaself https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333720880 I'm thinking a lot, as people press for sharing resources and materials, about how we make sure that 1) those things are moved about with fidelity -- by which I mean, in the contexts Hala talked about, with the pre-/post-tasks and learning opportunities many have referenced, and 2) that the originators of this work are credited. There's so much in teacher education where, if it can't become a published, peer-reviewed article, gets taken up, re-used, and the credit goes to those who have done research on it and the "makers" become invisible (hence the existing of the dreaded TPT). How can we move these resources around freely while acknowledging the significant work that goes into the creation and refining, especially knowing that many institutions/work spaces don't provide sufficient opportunity or support for those doing the work of teacher ed to promote their own work. Is this something like an RPP or is it as simple as figuring out how cite the authorship of scenarios and materials?]]> 2019-02-21 16:38:44 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333720880 https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333721329 It seems there are two elements embedded in the work, self-efficacy and transfer.]]> 2019-02-21 16:39:30 UTC https://padlet.com/ldieker/vxwn8tpdwsi8/wish/333721329