Long pages

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

1. (hist) ‎David Pace ‎[11,149 bytes]
2. (hist) ‎Decoding the Disciplines ‎[6,705 bytes]
3. (hist) ‎Quick guide ‎[6,403 bytes]
4. (hist) ‎The Decoding Alphabet ‎[5,843 bytes]
5. (hist) ‎Limits ‎[5,803 bytes]
6. (hist) ‎An example of Holistic Decoding in a History Course ‎[5,615 bytes]
7. (hist) ‎Function ‎[5,147 bytes]
8. (hist) ‎Acquiring search expertise: Learning experiences and threshold concepts ‎[4,744 bytes]
9. (hist) ‎Main Page ‎[4,525 bytes]
10. (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]
11. (hist) ‎Group activities in interactive teaching ‎[4,374 bytes]
12. (hist) ‎Open-circuit voltage ‎[4,372 bytes]
13. (hist) ‎Communities of decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents ‎[4,281 bytes]
14. (hist) ‎Step 3 - Modeling Mental Operations ‎[4,018 bytes]
15. (hist) ‎Decoding as a writing process ‎[3,967 bytes]
16. (hist) ‎Bottleneck Lesson - Art History - Visual Analysis ‎[3,881 bytes]
17. (hist) ‎Events ‎[3,838 bytes]
18. (hist) ‎Mental moves ‎[3,792 bytes]
19. (hist) ‎Step 1 - Identify a Bottleneck to Learning ‎[3,785 bytes]
20. (hist) ‎Step 5 - Motivate and lessen resistance ‎[3,652 bytes]
21. (hist) ‎Call for papers (Aachen conference) ‎[3,590 bytes]
22. (hist) ‎Treshold concept ‎[3,352 bytes]
23. (hist) ‎Disrupting the Disciplines ‎[3,236 bytes]
24. (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]
25. (hist) ‎Reading a clock ‎[2,866 bytes]
26. (hist) ‎An Innovative Approach to Helping Students Overcome Bottlenecks in Social Work Education Using Self-Study ‎[2,776 bytes]
27. (hist) ‎Step 4: Give Students Practice and Feedback ‎[2,608 bytes]
28. (hist) ‎Decoding learning in law: collaborative action towards the reshaping of university teaching and learning ‎[2,582 bytes]
29. (hist) ‎A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners ‎[2,546 bytes]
30. (hist) ‎Using Methods from Cognitive Psychology to Elucidate Mental Processes ‎[2,546 bytes]
31. (hist) ‎How to contribute ‎[2,533 bytes]
32. (hist) ‎Threshold Concepts and Decoding the Humanities: A Case Study of a Threshold Concept ‎[2,509 bytes]
33. (hist) ‎Necessary conditions for learning? Modes of representation and the disciplinary discourse of university science ‎[2,486 bytes]
34. (hist) ‎Moving beyond the threshold: A TLRI final report 2014–16 ‎[2,412 bytes]
35. (hist) ‎Decoding Ourselves ‎[2,402 bytes]
36. (hist) ‎Threshold Concepts: Informing the Curriculum ‎[2,380 bytes]
37. (hist) ‎Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students ‎[2,356 bytes]
38. (hist) ‎Decoding The Disciplines For Postgraduate Law Students ‎[2,311 bytes]
39. (hist) ‎Applying Decoding the Disciplines in a Construction Engineering Mechanics Course: A description of the Decoding Interview ‎[2,311 bytes]
40. (hist) ‎Decoding the Disciplines in European Institutions of Higher Education: Intercultural and Interdisciplinary Approach to Teaching and Learning ‎[2,192 bytes]
41. (hist) ‎Similarities and differences in eye movements between professors and students during graph reading ‎[2,124 bytes]
42. (hist) ‎How to decode student bottlenecks to learning in computer science ‎[2,117 bytes]
43. (hist) ‎Learning from Decoding across Disciplines and within Communities of Practice ‎[2,111 bytes]
44. (hist) ‎On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming ‎[2,106 bytes]
45. (hist) ‎Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool ‎[2,098 bytes]
46. (hist) ‎Designing first-year sociology curricula and practice ‎[2,091 bytes]
47. (hist) ‎Design patterns for faculty development ‎[2,058 bytes]
48. (hist) ‎Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning ‎[2,038 bytes]
49. (hist) ‎Reading Selectively in History ‎[1,945 bytes]
50. (hist) ‎Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts ‎[1,939 bytes]