Decoding the Disciplines - User contributions [en]

Mental moves

2024-11-22T12:49:16Z

Christine Niebler: Changed categories.

'''Mental moves''' are the end product of [[Step 2 - Decoding Interview|Step 2 ''Decoding'']], uncovering the implicit reasoning or task a specialist uses to get through the bottleneck. The mental move summarizes in nominal terms, using two or three words or a short phrase, the DOING as in the underlined phrases below.

==Examples==
· Close reading - analyzing a text several times for the key ideas, details, craft and structures; and put in conversation with other texts (a text can be anything that conveys a set of meanings to the person who examines it; not only written texts, but also movies, ads, cartoons, maps, works or art, and even rooms full of people); anything we look at, find layers of meaning in, and draw conclusions from.

· Primary source analysis - analyzing an artifact from the past for who made it, how it was produced, when it was produced, why, etc.

· Recursion - writing a piece of code that repeats itself infinitely until told to stop 

· Systems thinking –viewing problems as part of a larger system, and on how the parts interrelate and affect each others’ functioning.

· Rooting – (T’ai Chi) sending one’s energy to the ground by lowering one’s center of gravity, tipping the hips, and loosening the joints. 

==Identifying mental moves==
Mental moves can be unearthed through interviews (the arduous route) or through more playful or faster, yet still revealing techniques, such as 3-d modeling with playdough, making analogies, Swantje Lahm’s bottleneck writing tour, etc. (see forthcoming articles on Flash Decoding).

==Mental Moves and SLOs==
When writing a curriculum, after establishing 4-8 overarching program goals, next, for each program goal we identify SLOs (student learning outcomes): What students need to think and DO to accomplish the goal. To spell out the SLOs, it's useful to focus on where students get stuck in reaching this goal--what are the bottlenecks that make learning this goal a challenge? The mental moves uncovered in answering this question make for better, more specific SLOs. Mental moves = SLOs.

*Program goals: Broad statements of the knowledge skills, attitudes, and values expected of students upon graduating from a degree program
*Student Learning Outcomes (SLOs): A specification of the mental moves, especially the difficult ones, of what students will think or DO (may include attitudes) to reach a program or course goal.
[[Category:Decoding work]]

File:FlowUndExample EN.jpg

2024-07-19T13:39:09Z

Christine Niebler: Christine Niebler uploaded a new version of File:FlowUndExample EN.jpg

Image shows a flowchart and a minimal example of how to solve a network analysis problem.

Evaluating voltages and currents in electrical networks

2024-07-19T13:06:10Z

Christine Niebler: added further reading

===Description of Bottleneck===
Students in Electrical Engineering 101 classes struggle to evaluate currents and voltages in simple electrical engineering networks. Students do not consider when formulas like current divider or voltage divider are allowed and therefore use them without prior summarizing resistors. Therefore formulas are used in wrong scenarios (e.g. current divider formula for two branches, when there are more than two branches). To be able to use formulas one has to summarize subsequently resistors. Students have trouble "seeing" parallel and series resistors.

Positive Formulation: Students shall figure out series and parallel resistors and draw subsequent circuit
schematics before and after after summarizing resistors. Then it is easier to decide which formula is allowed and usefull.

===Modle the Task===
A flowchart can be presented to students to visualize them the decision tree that has to be followed to analyse a circuit.
 
[[File:FlowUndExample EN.jpg|thumb|578x578px|On the left side the image shows a flowchart which depicts how to solve a network analysis problem. On the right side is a minimal example to follow depict the steps performed with the flowchart.]]

===People interested in this Bottleneck===
User:Christine Niebler, Christian Kautz

=== Further reading ===
Niebler, Christine. "Overcome learning obstacles in circuit network analysis with flowcharts." ''2023 32nd Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE)''. IEEE, 2023. 
[[Category:Electrical Engineering]]

Evaluating voltages and currents in electrical networks

2024-07-19T12:56:14Z

Christine Niebler: Changed categories.

===Description of Bottleneck===
Students in Electrical Engineering 101 classes struggle to evaluate currents and voltages in simple electrical engineering networks. Students do not consider when formulas like current divider or voltage divider are allowed and therefore use them without prior summarizing resistors. Therefore formulas are used in wrong scenarios (e.g. current divider formula for two branches, when there are more than two branches). To be able to use formulas one has to summarize subsequently resistors. Students have trouble "seeing" parallel and series resistors.

Positive Formulation: Students shall figure out series and parallel resistors and draw subsequent circuit
schematics before and after after summarizing resistors. Then it is easier to decide which formula is allowed and usefull.

=== Modle the Task ===
A flowchart can be presented to students to visualize them the decision tree that has to be followed to analyse a circuit.
 
[[File:FlowUndExample EN.jpg|thumb|578x578px|On the left side the image shows a flowchart which depicts how to solve a network analysis problem. On the right side is a minimal example to follow depict the steps performed with the flowchart.]]

===People interested in this Bottleneck===
User:Christine Niebler, Christian Kautz
[[Category:Electrical Engineering]]

Evaluating voltages and currents in electrical networks

2024-07-19T12:55:58Z

Christine Niebler: first version

===Description of Bottleneck===
Students in Electrical Engineering 101 classes struggle to evaluate currents and voltages in simple electrical engineering networks. Students do not consider when formulas like current divider or voltage divider are allowed and therefore use them without prior summarizing resistors. Therefore formulas are used in wrong scenarios (e.g. current divider formula for two branches, when there are more than two branches). To be able to use formulas one has to summarize subsequently resistors. Students have trouble "seeing" parallel and series resistors.

Positive Formulation: Students shall figure out series and parallel resistors and draw subsequent circuit
schematics before and after after summarizing resistors. Then it is easier to decide which formula is allowed and usefull.

=== Modle the Task ===
A flowchart can be presented to students to visualize them the decision tree that has to be followed to analyse a circuit.
 
[[File:FlowUndExample EN.jpg|thumb|578x578px|On the left side the image shows a flowchart which depicts how to solve a network analysis problem. On the right side is a minimal example to follow depict the steps performed with the flowchart.]]

===People interested in this Bottleneck===
User:Christine Niebler, Christian Kautz

File:FlowUndExample EN.jpg

2024-07-19T12:49:36Z

Christine Niebler:

Image shows a flowchart and a minimal example of how to solve a network analysis problem.

User:Christine Niebler

2024-07-19T12:28:54Z

Christine Niebler: Changed categories.

==Full Name==
Prof. Dr. Christine Niebler

==Field of Interest (Discipline or Area of Teaching):==

*Electrical Engineering
*Medical Engineering
*Medical Robotics
*Robotics
*Matlab in teaching

==Type of Approach (i.e. students as co-investigators)==
* SCALE-UP Room
* Inverted Classroom
* Peer Instruction
* small group work

==Contact==
TH Nürnberg Georg Simon Ohm

Kesslerplatz 10

90489 Nürnberg

Germany

mailto:christine.niebler@th-nuernberg.de

 
[[Category:People]]
[[Category:Electrical Engineering]]

User:Christine Niebler

2024-07-19T12:27:06Z

Christine Niebler: Changed categories.

User:Christine Niebler

2024-07-19T12:26:49Z

Christine Niebler:

User:Christine Niebler

2024-07-19T12:22:12Z

Christine Niebler: address

User:Christine Niebler

2024-07-19T12:21:21Z

Christine Niebler: added approach

==Full Name==
Prof. Dr. Christine Niebler

==Field of Interest (Discipline or Area of Teaching):==
* Electrical Engineering
* Medical Engineering
* Medical Robotics
* Robotics
* Matlab in teaching

==Type of Approach (i.e. students as co-investigators)==
* SCALE-UP Room
* Inverted Classroom
* Peer Instruction
* small group work

==Contact==
mailto:christine.niebler@th-nuernberg.de

User:Christine Niebler

2020-11-26T10:30:57Z

Christine Niebler: /* Contact */

User:Christine Niebler

2020-11-26T10:30:31Z

Christine Niebler: /* Field of Interest (Discipline or Area of Teaching): */

User:Christine Niebler

2020-11-26T10:30:11Z

Christine Niebler: /* Field of Interest (Discipline or Area of Teaching): */

==Full Name==
Prof. Dr. Christine Niebler

==Field of Interest (Discipline or Area of Teaching):==
Electrical Engineering
Medical Engineering
Medical Robotics
Robotics

==Type of Approach (i.e. students as co-investigators)==
==Contact==

User:Christine Niebler

2020-11-26T10:29:04Z

Christine Niebler: /* Full Name */

==Full Name==
Prof. Dr. Christine Niebler

==Field of Interest (Discipline or Area of Teaching):==
==Type of Approach (i.e. students as co-investigators)==
==Contact==

User:Christine Niebler

2020-11-26T10:27:57Z

Christine Niebler: Created page with " ==Full Name== ==Field of Interest (Discipline or Area of Teaching):== ==Type of Approach (i.e. students as co-investigators)== ==Contact=="

==Full Name==
==Field of Interest (Discipline or Area of Teaching):==
==Type of Approach (i.e. students as co-investigators)==
==Contact==

How to contribute

2020-11-26T10:22:29Z

Christine Niebler: added a text between Scholarship of Teaching and learning and Decoding, so it is easier to see, that there are two diffent links

There are many ways how you can contribute:

*Provide information on what Decoding the Disciplines is about and how to practice it
*Share research results.
*Share your research data and media.
*Make yourself visible to the community.

Just [[Special:CreateAccount|create a user account]] and start contributing!

==Describe Decoding the Disciplines and how to practice it==
Add content to this wiki by e.g.

*describing what [[Decoding the Disciplines]] is and how it is done
*linking to published research on [[Decoding the Disciplines]]
*making visible your work on [[Decoding the Disciplines]]

 

==Share research results==
Being a form of [[wikipedia:Scholarship_of_teaching_and_learning|Scholarship of Teaching and Learning]] the method [[Decoding the Disciplines]] intends to make teaching a scholarly activity. This includes sharing research results. Using this wiki you can can share your work along the full cycle of [[Decoding the Disciplines]]. That is you can contribute

*students' [[Bottleneck|bottlenecks]]
*description of experts' mental operations and other insights gained in the Decoding process
*teaching materials
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*publications

In order to do so you may want to use [[Template:Bottleneck]] or [[:Template:Decoding work]] as a starting point.

==Share your research data and media==
Research data and media include e.g.

*interview recordings
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In order to do so you may want to use [[Template:Resource-File]] as a starting point

You can make data and media accessible in one of two ways:

*Accessibility of your data/media is unrestricted, i.e. it will be available to any internet user.
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==Make yourself visible to the community==
Create a new page named <code>User:<username></code>. If your username is John Doe the page should be named <code>User:John Doe</code>. Note that there must be no space in front of and after the colon. You will be offered [[Template:People]] as a template. Feel add and delete sections provided by the template as needed. It might be a good idea to browse the user pages of other [[:Category:People|people]] and use them as a model for your page.

==Quick guide==
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