Showing below up to 50 results in range #151 to #200.
- Analog tools in digital history classrooms: An activity-theory case study of learning opportunities in digital humanities (20:57, 21 December 2024)
- A Teaching Experiment Shows Students How to Grasp Big Concepts (21:01, 21 December 2024)
- Minutes (14:32, 12 January 2025)
- More than limited learning: The case for focusing on the disciplines (16:04, 12 January 2025)
- Designing first-year sociology curricula and practice (18:29, 14 January 2025)
- How does a Historian Read a Scholarly Text and How Do Students Learn to Do the Same (18:43, 14 January 2025)
- Feb 12 2025 Event Modeling (19:06, 14 January 2025)
- Group activities in interactive teaching (19:40, 14 January 2025)
- Reading Banquet Years 1 (20:14, 6 March 2025)
- Modeling the Writing of a History Paper (21:35, 6 March 2025)
- An Online Assignment on Writing a History Paper (21:56, 6 March 2025)
- Team Exercise Offering Practice on Using Evidence in a History Course (16:37, 7 March 2025)
- Artifice in representation (21:56, 11 March 2025)
- Step 1 - Identify a Bottleneck to Learning (22:50, 11 March 2025)
- Overcoming the Bottlenecks in Teaching Psychological Statistics Resources Lessons (23:17, 11 March 2025)
- Musical style (20:28, 22 March 2025)
- Decoding learning in law: collaborative action towards the reshaping of university teaching and learning (20:36, 22 March 2025)
- Decoding The Disciplines For Postgraduate Law Students (20:56, 22 March 2025)
- Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning (20:59, 22 March 2025)
- Proposals for Assessment in Tax Teaching (21:05, 22 March 2025)
- Legal principles (21:11, 22 March 2025)
- Interrogating Our Past Practice as We Scale the Walls of the Box We Call Journalism Education (21:18, 22 March 2025)
- Generating story ideas (21:20, 22 March 2025)
- Resistance to learning research methods (21:25, 22 March 2025)
- Examining Mathematics Teachers' Disciplinary Thinking (21:32, 22 March 2025)
- Developing a sequence of tasks in math teaching (21:34, 22 March 2025)
- Using Methods from Cognitive Psychology to Elucidate Mental Processes (21:41, 22 March 2025)
- Learning Goal (10:34, 23 March 2025)
- Decoding the Disciplines – Mehrere Expert*innen widmen sich einem gemeinsamen Bottleneck (15:00, 23 March 2025)
- Caution! Theories at play! Threshold concepts and Decoding the Disciplines (19:01, 23 March 2025)
- Reading Selectively in History (21:01, 27 March 2025)
- Tension between majority rule and minority rights (16:21, 5 April 2025)
- An example of Holistic Decoding in a History Course (17:31, 22 April 2025)
- Textual descriptions in mathematics (17:33, 22 April 2025)
- Function (17:36, 22 April 2025)
- The Decoding Interview - An Exemplary Insight (16:03, 23 April 2025)
- Bottlenecks: From Static Words to Slippery Concepts (16:15, 23 April 2025)
- Bottlenecks: Zwischen glitschigen Konzepten und starren Worten (16:19, 23 April 2025)
- Das Decoding-Interview – ein exemplarischer Einblick (16:22, 23 April 2025)
- Experiential Education and Access-to-Justice within US Law Schools: Designing and Evaluating an Access-to-Justice Service Learning Program within the First-Year Curriculum (20:13, 23 April 2025)
- Overcoming obstacles that stop student learning: The bottleneck model of structural reform (20:31, 23 April 2025)
- ‘Decoding’ from the Perspective of Higher Education Didactics (09:39, 24 April 2025)
- Decoding aus hochschuldidaktischer Perspektive (09:40, 24 April 2025)
- Didaktiknachrichten 11-2019 (09:45, 24 April 2025)
- Didaktiknachrichten 07-2020 (09:46, 24 April 2025)
- The Decoding Working Group at DiZ (10:03, 24 April 2025)
- Decoding Interviews führen mit dem Strukturmodell TEACH (14:30, 24 April 2025)
- Der Arbeitskreis Decoding the Disciplines am DiZ (14:36, 24 April 2025)
- The Questions in a Decoding the Disciplines Interview (15:40, 24 April 2025)
- Middendorf’s Revised Bloom’s Typology (15:32, 27 April 2025)
