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21 December 2024
| N 17:12 | From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach (2 changes | history) . . (+698) . . [Riegler (2×)] | ||
| 17:12 (cur | prev) . . (+145) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 17:11 (cur | prev) . . (+553) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| 17:05 | Vad vill vi att studenterna ska kunna göra? Avtäckningsmodellen i praktiken (3 changes | history) . . (+161) . . [Riegler (3×)] | ||
| 17:05 (cur | prev) . . (+46) . . Riegler (talk | contribs) (Changed categories.) | |||
| 16:57 (cur | prev) . . (+56) . . Riegler (talk | contribs) (Changed categories.) | |||
| 16:57 (cur | prev) . . (+59) . . Riegler (talk | contribs) (+English title) (Tag: Visual edit) |
| N 15:58 | Using US Tuning to effect: The American historical association’s Tuning project and the first year research paper (2 changes | history) . . (+1,246) . . [Riegler (2×)] | ||
| 15:58 (cur | prev) . . (+85) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 15:58 (cur | prev) . . (+1,161) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 14:53 | The Decoding Interview, Live and Unplugged (2 changes | history) . . (+1,913) . . [Riegler (2×)] | ||
| 14:53 (cur | prev) . . (+213) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 14:51 (cur | prev) . . (+1,700) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
16 December 2024
| m 19:57 | Category:Issues (diff | hist) . . (+20) . . Riegler (talk | contribs) (Tag: Visual edit) |
| N 19:46 | Teaching the history threshold learning outcomes to first-year students (diff | hist) . . (+1,469) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:44 | Threshold Concepts in Literary Studies (2 changes | history) . . (+1,271) . . [Riegler (2×)] | ||
| 19:44 (cur | prev) . . (+97) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:43 (cur | prev) . . (+1,174) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:41 | A Tale of Two Thresholds (4 changes | history) . . (+1,714) . . [Riegler (4×)] | ||
| 19:41 (cur | prev) . . (+31) . . Riegler (talk | contribs) (Changed categories.) | |||
| 16:43 (cur | prev) . . (-18) . . Riegler (talk | contribs) (+source) (Tag: Visual edit) | |||
| 16:42 (cur | prev) . . (+115) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 16:41 (cur | prev) . . (+1,586) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:33 | Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students (2 changes | history) . . (+2,356) . . [Riegler (2×)] | ||
| 19:33 (cur | prev) . . (+97) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:32 (cur | prev) . . (+2,259) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:29 | Threshold Concepts: Informing the Curriculum (4 changes | history) . . (+2,380) . . [Riegler (4×)] | ||
| 19:29 (cur | prev) . . (+31) . . Riegler (talk | contribs) (Changed categories.) | |||
| 16:35 (cur | prev) . . (+114) . . Riegler (talk | contribs) (Changed categories.) | |||
| m | 16:34 (cur | prev) . . (-1,530) . . Riegler (talk | contribs) (Tag: Visual edit) | ||
| N | 16:34 (cur | prev) . . (+3,765) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:28 | Triggering engagement in SoTL through threshold concepts (2 changes | history) . . (+889) . . [Riegler (2×)] | ||
| 19:28 (cur | prev) . . (+93) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:27 (cur | prev) . . (+796) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| 19:20 | Sampling distributions as a threshold concept in learning classical statistical inference: an evaluative case study report (diff | hist) . . (+31) . . Riegler (talk | contribs) (Changed categories.) |
| 19:19 | Moving beyond the threshold: A TLRI final report 2014–16 (diff | hist) . . (+31) . . Riegler (talk | contribs) (Changed categories.) |
| N 19:19 | What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts (2 changes | history) . . (+480) . . [Riegler (2×)] | ||
| 19:19 (cur | prev) . . (+94) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:18 (cur | prev) . . (+386) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:14 | Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines (2 changes | history) . . (+1,673) . . [Riegler (2×)] | ||
| 19:14 (cur | prev) . . (+260) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:12 (cur | prev) . . (+1,413) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| 19:08 | Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards (diff | hist) . . (+31) . . Riegler (talk | contribs) (Changed categories.) |
| N 19:07 | A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (2 changes | history) . . (+1,111) . . [Riegler (2×)] | ||
| 19:07 (cur | prev) . . (+131) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:06 (cur | prev) . . (+980) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 19:02 | Acquiring search expertise: Learning experiences and threshold concepts (2 changes | history) . . (+4,744) . . [Riegler (2×)] | ||
| 19:02 (cur | prev) . . (+100) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 19:01 (cur | prev) . . (+4,644) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 18:56 | Threshold concepts and core competences in the library and information science (LIS) domain: Methodologies for discovery (3 changes | history) . . (+1,313) . . [Riegler (3×)] | ||
| 18:56 (cur | prev) . . (+3) . . Riegler (talk | contribs) (Changed categories.) | |||
| 18:54 (cur | prev) . . (+93) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 18:52 (cur | prev) . . (+1,217) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 16:49 | Assessing While Learning: Teacher Candidates in the History Classroom (2 changes | history) . . (+323) . . [Riegler (2×)] | ||
| 16:49 (cur | prev) . . (+93) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 16:49 (cur | prev) . . (+230) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| N 16:31 | Reflection for helping students learn disciplinary paths of analytical thinking (2 changes | history) . . (+1,126) . . [Riegler (2×)] | ||
| 16:31 (cur | prev) . . (+94) . . Riegler (talk | contribs) (Changed categories.) | |||
| N | 16:30 (cur | prev) . . (+1,032) . . Riegler (talk | contribs) (init) (Tag: Visual edit) |
| 15:58 | Incorporating Decoding the Disciplines into History Teacher Education (diff | hist) . . (+42) . . Riegler (talk | contribs) (Changed categories.) |
| 15:58 | Mental Processes Utilized by Faculty and Students During Graphical Interpretation (diff | hist) . . (+42) . . Riegler (talk | contribs) (Changed categories.) |
| 15:57 | Decoding and Disclosure in Students-as-Partners Research: A Case Study of the Political Science Literature Review (diff | hist) . . (+42) . . Riegler (talk | contribs) (Changed categories.) |
| 15:54 | Building Bridges from the Decoding Interview to Teaching Practice (2 changes | history) . . (-1,295) . . [Riegler (2×)] | ||
| 15:54 (cur | prev) . . (+235) . . Riegler (talk | contribs) (Changed categories.) | |||
| 15:53 (cur | prev) . . (-1,530) . . Riegler (talk | contribs) (Tag: Visual edit) |
| 15:51 | Decoding Ourselves (diff | hist) . . (+30) . . Riegler (talk | contribs) (Changed categories.) |
| 15:48 | Critical Inquiry and the First Year: Reconceptualizing the Aims of Transitions Pedagogies (diff | hist) . . (+98) . . Riegler (talk | contribs) (Changed categories.) |