Decoding the Disciplines - Recent changes [en]

Decoding interview

Riegler — Mon, 14 Sep 2026 07:50:38 GMT

added example

← Older revision		Revision as of 09:50, 14 September 2026
Line 61:		Line 61:

	* [https://iu.mediaspace.kaltura.com/media/t/1_xxqo4gvy The Questions in a Decoding the Disciplines Interview]		* [https://iu.mediaspace.kaltura.com/media/t/1_xxqo4gvy The Questions in a Decoding the Disciplines Interview]
			* [https://mru.arcabc.ca/mokakiiks-centre-scholarship-teaching/decoding-interview-live-and-unplugged The Decoding Interview, Live and Unplugged]

	== See also ==		== See also ==

Adopting teaching innovations

Riegler — Sun, 13 Sep 2026 08:07:55 GMT

-typo

← Older revision		Revision as of 10:07, 13 September 2026
Line 1:		Line 1:
	'''Teaching innovations''' hardly spread. Even the adoption of research based teaching innovations is dismal. Reasons for this certainly are multi-faceted<ref>Kezar, A. (2018). ''How colleges change: Understanding, leading, and enacting change''. Routledge.</ref><ref>Wieman, C. (2017). ''Improving how universities teach science: Lessons from the science education initiative''. Harvard University Press.</ref>, including teachers'<ref>Ramsden, P. (2003). ''Learning to teach in higher education''. Routledge.</ref> and students'<ref>Tolman, A. O., & Kremling, J. (Eds.). (2023). ''Why students resist learning: A practical model for understanding and helping students''. Taylor & Francis.</ref> attitudes and beliefs and systemic issues<ref>Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies. ''Journal of Engineering Education'', ''103''(2), 220-252.</ref>.		'''Teaching innovations''' hardly spread. Even the adoption of research based teaching innovations is dismal. Reasons for this certainly are multi-faceted<ref>Kezar, A. (2018). ''How colleges change: Understanding, leading, and enacting change''. Routledge.</ref><ref>Wieman, C. (2017). ''Improving how universities teach science: Lessons from the science education initiative''. Harvard University Press.</ref>, including teachers'<ref>Ramsden, P. (2003). ''Learning to teach in higher education''. Routledge.</ref> and students'<ref>Tolman, A. O., & Kremling, J. (Eds.). (2023). ''Why students resist learning: A practical model for understanding and helping students''. Taylor & Francis.</ref> attitudes and beliefs and systemic issues<ref>Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies. ''Journal of Engineering Education'', ''103''(2), 220-252.</ref>.

	From a Decoding perspective the adoption of teaching innovations ~~canbe~~ viewed as a bottleneck where many faculty gets stuck. Successful implementors of teaching innovations can be considered to exert some sort of expertise which enables them to overcome the bottleneck related to adopting teaching innovations.		From a Decoding perspective the adoption of teaching innovations can be viewed as a bottleneck where many faculty gets stuck. Successful implementors of teaching innovations can be considered to exert some sort of expertise which enables them to overcome the bottleneck related to adopting teaching innovations.

	==Decoding work done==		==Decoding work done==

MediaWiki:Sitenotice

Riegler — Thu, 10 Sep 2026 15:36:17 GMT

removed banner

← Older revision		Revision as of 17:36, 10 September 2026
Line 1:		Line 1:
	~~[[File:decoding-iguana.png\|link=Events#2026]]~~

Main Page

Riegler — Thu, 10 Sep 2026 15:34:40 GMT

added event

← Older revision		Revision as of 17:34, 10 September 2026
Line 30:		Line 30:
	<div style="margin:0; margin-top:10px; border:1px solid #3e5389; padding: 1em; background:#F9F9F9;"><div style="padding: 4px; text-align: center; font-size:120%; border-bottom: solid 1px #3e5389; margin-bottom:5px;">Upcoming Events</div>		<div style="margin:0; margin-top:10px; border:1px solid #3e5389; padding: 1em; background:#F9F9F9;"><div style="padding: 4px; text-align: center; font-size:120%; border-bottom: solid 1px #3e5389; margin-bottom:5px;">Upcoming Events</div>

	*~~July 24~~, 2026: [[Decoding SIG]] online meeting on "~~Forget apples and oranges~~: ~~it’s like comparing apples to iguanas~~"		*Oct 8, 2026: [[Decoding SIG]] online meeting on "Case Study: How adopting Decoding the Disciplines can help build Creative Confidence in undergraduate Design Students"

	For details, future and past events see [[Events]].		For details, future and past events see [[Events]].

Events

Riegler — Thu, 10 Sep 2026 15:33:46 GMT

event in oct

← Older revision		Revision as of 17:33, 10 September 2026
Line 36:		Line 36:
	\|[https://www.bayziel.de BayZiel], Munich, Germany & online		\|[https://www.bayziel.de BayZiel], Munich, Germany & online
	\|		\|
			\|-
			\|Oct 8, 2 pm UK time
			\|
			\|Case Study: How adopting Decoding the Disciplines can help build Creative Confidence in undergraduate Design Students
			\|The talk will share how Decoding the Disciplines (DtD) can be applied to build creative confidence in undergraduate design students. Drawing on my PGCert research at the University of Hertfordshire, the talk examines design uncertainty as a key bottleneck to creative confidence, and shows how the seven stage DtD framework can be used to shape practical teaching interventions. It traces the project's evolution from a traditional research enquiry into a digital, iterative tool, a live embodiment of DtD's final stage, sharing findings with colleagues.
			\|[[Decoding SIG]] online meeting
			\|Alex Whitlow
	\|-		\|-
	\|July, 24		\|July, 24

Decoding SIG

Riegler — Thu, 10 Sep 2026 10:38:41 GMT

← Older revision		Revision as of 12:38, 10 September 2026
(One intermediate revision by the same user not shown)