Showing below up to 50 results in range #1 to #50.
- Identity bottleneck (1 revision)
- Feb 12 2025 Event Modeling (1 revision)
- Decoding the Disciplines Wiki (1 revision)
- Datenschutz (1 revision)
- Seiten:Benutzerseite (1 revision)
- Minutes (1 revision)
- How to Prepare for an Interview (1 revision)
- How to share (1 revision)
- Teaching the history threshold learning outcomes to first-year students (1 revision)
- Mental action (1 revision)
- Der Arbeitskreis Decoding the Disciplines am DiZ (2 revisions)
- Eye Movements in Programming Education: Analyzing the expert’s gaze (2 revisions)
- The History Learning Project ʺDecodesʺ a Discipline: The Union of Teaching and Epistemology (2 revisions)
- Applying the Decoding the Disciplines process to teaching structural mechanics: An autoethnographic case study (2 revisions)
- Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students (2 revisions)
- On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming (2 revisions)
- Decoding the Disciplines aus Lehrendenperspektive (2 revisions)
- Developing numeracy and problem-solving skills by overcoming learning bottlenecks (2 revisions)
- Reflection for helping students learn disciplinary paths of analytical thinking (2 revisions)
- Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course (2 revisions)
- Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review (2 revisions)
- How to decode student bottlenecks to learning in computer science (2 revisions)
- Legal principles (2 revisions)
- Intuitions and Instincts: Considerations for Decoding Disciplinary Identities (2 revisions)
- Learning about Learning-Together (2 revisions)
- Plowing through Bottlenecks in Political Science (2 revisions)
- Decoding the Disciplines: supporting the university study experience through a game-based model (2 revisions)
- Engaging Faculty for Student Success: The First Year Learning Initiative (2 revisions)
- Similarities and differences in eye movements between professors and students during graph reading (2 revisions)
- Team Exercise Offering Practice on Using Evidence in a History Course (2 revisions)
- Decoding Applied Data in Professional Schools (2 revisions)
- Using US Tuning to effect: The American historical association’s Tuning project and the first year research paper (2 revisions)
- Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design (2 revisions)
- Decoding the Disciplines in European Institutions of Higher Education: Intercultural and Interdisciplinary Approach to Teaching and Learning (2 revisions)
- A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners (2 revisions)
- Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class (2 revisions)
- Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model (2 revisions)
- Faculty Development Through Student Learning Initiatives: Lessons Learned (2 revisions)
- An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods (2 revisions)
- Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines (2 revisions)
- Towards Writing Enriched Curricula at Bielefeld University, Germany: An Educational Design Research Study (2 revisions)
- Generating story ideas (2 revisions)
- Decoding the Assessment of Student Learning (2 revisions)
- Challenges of the large survey subject: teaching and learning how to read history (2 revisions)
- Nothing Ordinary About It: The Mass Proper as Early Music Jigsaw Puzzle (2 revisions)
- Disciplinary Dream-Drawings. An innovative methodology to uncover students’ emotional bottlenecks (2 revisions)
- Developing a Test for Assessing Incoming Students’ Cognitive Competences (2 revisions)
- Step 4: Give Students Practice and Feedback (2 revisions)
- Blended Learning in Practice (2 revisions)
- Threshold Concepts in Literary Studies (2 revisions)
