Long pages

Showing below up to 50 results in range #1 to #50.

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  1. (hist) ‎Decoding the Disciplines ‎[13,267 bytes]
  2. (hist) ‎David Pace ‎[11,241 bytes]
  3. (hist) ‎Decoding interview ‎[8,148 bytes]
  4. (hist) ‎Question 2: Uncovering the tacit mental moves ‎[7,442 bytes]
  5. (hist) ‎AI Literacy as a bottle neck ‎[7,222 bytes]
  6. (hist) ‎Textual descriptions in mathematics ‎[6,830 bytes]
  7. (hist) ‎Disrupting the Disciplines ‎[6,512 bytes]
  8. (hist) ‎The Decoding Alphabet ‎[5,843 bytes]
  9. (hist) ‎Quick guide ‎[5,826 bytes]
  10. (hist) ‎Limits ‎[5,824 bytes]
  11. (hist) ‎Events ‎[5,674 bytes]
  12. (hist) ‎An example of Holistic Decoding in a History Course ‎[5,642 bytes]
  13. (hist) ‎Faculty (educational) development ‎[5,458 bytes]
  14. (hist) ‎Function ‎[5,203 bytes]
  15. (hist) ‎Threshold concept ‎[4,968 bytes]
  16. (hist) ‎Acquiring search expertise: Learning experiences and threshold concepts ‎[4,744 bytes]
  17. (hist) ‎Main Page ‎[4,392 bytes]
  18. (hist) ‎What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes ‎[4,381 bytes]
  19. (hist) ‎Group activities in interactive teaching ‎[4,374 bytes]
  20. (hist) ‎Open-circuit voltage ‎[4,372 bytes]
  21. (hist) ‎Communities of decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents ‎[4,281 bytes]
  22. (hist) ‎Step 3 - Modeling Mental Operations ‎[4,018 bytes]
  23. (hist) ‎Decoding as a writing process ‎[3,962 bytes]
  24. (hist) ‎Bottleneck Lesson - Art History - Visual Analysis ‎[3,881 bytes]
  25. (hist) ‎Mental moves ‎[3,792 bytes]
  26. (hist) ‎Step 1 - Identify a Bottleneck to Learning ‎[3,785 bytes]
  27. (hist) ‎Step 5 - Motivate and lessen resistance ‎[3,652 bytes]
  28. (hist) ‎Call for papers (Aachen conference) ‎[3,590 bytes]
  29. (hist) ‎Middendorf’s Revised Bloom’s Typology ‎[3,518 bytes]
  30. (hist) ‎Decoding Transitions to College ‎[3,261 bytes]
  31. (hist) ‎Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning ‎[3,197 bytes]
  32. (hist) ‎Enhancing Graphical Literacy in Introductory Biology Students using the Decoding Disciplines Paradigm ‎[3,092 bytes]
  33. (hist) ‎Derivative ‎[3,024 bytes]
  34. (hist) ‎Reading a clock ‎[2,848 bytes]
  35. (hist) ‎An Innovative Approach to Helping Students Overcome Bottlenecks in Social Work Education Using Self-Study ‎[2,776 bytes]
  36. (hist) ‎Pages needed ‎[2,773 bytes]
  37. (hist) ‎Step 4: Give Students Practice and Feedback ‎[2,608 bytes]
  38. (hist) ‎Decoding learning in law: collaborative action towards the reshaping of university teaching and learning ‎[2,582 bytes]
  39. (hist) ‎A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners ‎[2,546 bytes]
  40. (hist) ‎Using Methods from Cognitive Psychology to Elucidate Mental Processes ‎[2,546 bytes]
  41. (hist) ‎How to contribute ‎[2,533 bytes]
  42. (hist) ‎Decoding across Disciplines. New Developments from all over the world ‎[2,513 bytes]
  43. (hist) ‎Formula ‎[2,512 bytes]
  44. (hist) ‎Threshold Concepts and Decoding the Humanities: A Case Study of a Threshold Concept ‎[2,509 bytes]
  45. (hist) ‎Necessary conditions for learning? Modes of representation and the disciplinary discourse of university science ‎[2,486 bytes]
  46. (hist) ‎Moving beyond the threshold: A TLRI final report 2014–16 ‎[2,412 bytes]
  47. (hist) ‎Decoding Ourselves ‎[2,402 bytes]
  48. (hist) ‎Threshold Concepts: Informing the Curriculum ‎[2,380 bytes]
  49. (hist) ‎Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students ‎[2,356 bytes]
  50. (hist) ‎Decoding The Disciplines For Postgraduate Law Students ‎[2,311 bytes]

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