BD What about at the level of new knowledge that
HW
BD: yes ((laughs))
HW: Right, that sort of thing. That's quite difficult to assess because, I, I, at one level you don't want people to feel that they are being examined, you want them to feel that they are enjoying themselves, so how do you get this feedback to show that they have learnt something? There are formal evaluation structures which the MSc students use. There is an evaluation sheet that our education section use, and they will monitor it, quite often with, you know, with people that we know well, you know, the, the local schools, Dockside Community School and stuff, they will monitor it and see what comes from that. One of the nicest mechanisms I've found for getting feedback - the cross-curricular exercises where you get the drawings back. I was mentioning things like Heave-Ho where they show different numbers of ropes on the pulleys. They've understood the exhibit, or they have taken in the information that will enable them to understand the - the exhibit when they're faced with something like that later on. I had the example with my own son and an exhibit we had in phase 2 called "Chromatography" that sorted balls of different colours by size. He got the balls the right colours the right sizes in the right order so he must have understood the exhibit, but he didn't feel that he was being examined on whether he understood the exhibit and that's got to be the most, honest feedback that you get. If you're asking me for, you know, statistically meaningful stringently done stuff it's mainly anecdotes that comes back I'm afraid. It's a belief thing, I'm afraid.