Adopting teaching innovations - Revision history

Riegler: added file links

2026-05-29T11:09:44Z

added file links

← Older revision		Revision as of 13:09, 29 May 2026
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	==Available resources==		==Available resources==
	Transcript of decoding interview (available in German and as English translation)		Transcript of decoding interview (available in [[:File:transcript-20230707-de.pdf\|German]] and as [[:File:transcript-20230707-en.pdf\|English]] translation)

	==References==		==References==

Riegler: formatting

2026-05-12T10:20:31Z

formatting

← Older revision		Revision as of 12:20, 12 May 2026
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	==References==		==References==
	~~<br />~~
	[[Category:Decoding work]]		[[Category:Decoding work]]
	[[Category:Cross-disciplinary]]		[[Category:Cross-disciplinary]]
	[[Category:Bottleneck]]		[[Category:Bottleneck]]

Riegler: first draft

2026-05-12T10:19:58Z

first draft

← Older revision		Revision as of 12:19, 12 May 2026
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	'''Teaching innovations''' hardly spread. Even the adoption of research based teaching innovations is dismal. Reasons for this certainly are multi-faceted, including teachers' and students' attitudes and beliefs and systemic issues.		'''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 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.

	==~~Description of bottleneck~~==		==Decoding work done==
	Teaching innovations hardly spread. Even the adoption of research based teaching innovations is dismal. More often than not, teachers tend to avoid the adoption of teaching innovations or the implementation process fails (for whatever reasons).

	==~~Decoding work done~~==		===Description of bottleneck===
			Teaching innovations hardly spread. Even the adoption of research based teaching innovations is dismal. More often than not, teachers tend to avoid the adoption of teaching innovations or the implementation process fails (for whatever reasons).

			===Description of mental tasks needed to overcome the bottleneck===
			A [[Decoding interview]] with a faculty member experienced in the implementation revealed the following factors contributing to the adoption of teaching innovations:

	~~==={{CircledNumber\|bgColor=red\|fgColor=black\|number=1}}Identification~~ of ~~bottleneck===~~		* Viewing adoption as gain rather than being overwhelmed by the related effort
	~~...~~		* Believing that the aim of teaching is to equip students with needed skills (rather than delivering content)
			* Believing in science and believing that teaching is a scientific endevor
			* Actively looking for literature about the teaching innovation to be implemented
			* Actively looking for people who have implemented the teaching innovation
			* Preferring teaching innovations which are integrable into one's teaching
			* Looking for (moral) support from other teachers
			* Desiring to belong to a community of like-minded teachers

	~~==={{CircledNumber\|bgColor=orange\|fgColor=balck\|number=2}}Description of mental tasks needed to overcome the bottleneck===~~
	~~The interviewed faculty~~
	==Available resources==		==Available resources==
	Transcript of decoding interview (available in German and as English translation)		Transcript of decoding interview (available in German and as English translation)

Riegler: init

2026-05-12T09:52:45Z

init

New page

'''Teaching innovations''' hardly spread. Even the adoption of research based teaching innovations is dismal. Reasons for this certainly are multi-faceted, including teachers' and students' attitudes and beliefs and systemic issues.

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.

==Description of bottleneck==
Teaching innovations hardly spread. Even the adoption of research based teaching innovations is dismal. More often than not, teachers tend to avoid the adoption of teaching innovations or the implementation process fails (for whatever reasons).

==Decoding work done==

==={{CircledNumber|bgColor=red|fgColor=black|number=1}}Identification of bottleneck===
...

==={{CircledNumber|bgColor=orange|fgColor=balck|number=2}}Description of mental tasks needed to overcome the bottleneck===
The interviewed faculty
==Available resources==
Transcript of decoding interview (available in German and as English translation)

==References==
<br />
[[Category:Decoding work]]
[[Category:Cross-disciplinary]]
[[Category:Bottleneck]]