Decoding interview - Revision history

Riegler: added link to quick guide

2026-02-17T14:54:58Z

added link to quick guide

← Older revision		Revision as of 16:54, 17 February 2026
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	* [https://iu.mediaspace.kaltura.com/media/t/1_xxqo4gvy The Questions in a Decoding the Disciplines Interview]		* [https://iu.mediaspace.kaltura.com/media/t/1_xxqo4gvy The Questions in a Decoding the Disciplines Interview]

			== See also ==
			[[Cheat sheet for Decoding Interview\|Quick guide for interviewers]]

	==References==		==References==
	<references />		<references />

Danielle Thibodeau at 10:14, 17 June 2025

2025-06-17T10:14:48Z

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	* '''Harbour''' - where all interview participants reflect on their discussion and identify next steps and goals.		* '''Harbour''' - where all interview participants reflect on their discussion and identify next steps and goals.

	A more thorough description of the TEACH structural model can be found in [[Decoding Interviews führen mit dem Strukturmodell TEACH]].		A more thorough description of the '''TEACH''' structural model can be found in [[Decoding Interviews führen mit dem Strukturmodell TEACH]].

	=== Interview ~~Participants~~ ===		=== Interview participants ===
	A Decoding Interview is usually comprised of three participants:		A Decoding Interview is usually comprised of three participants:

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	===== In-person versus online interviews =====		===== In-person versus online interviews =====
	Conducting interviews in-person may help facilitate a more dynamic discussion and better allow ~~interviews~~ to identify physical gestures used by the lecturer in ~~their~~ descriptions of the bottleneck. Online interviews, on the other hand, may support participation and accessibility by allowing participants to join from different physical locations. Online communication platforms (e.g. MS Teams, Zoom) may also assist with recording and transcription processes.		Conducting interviews in-person may help facilitate a more dynamic discussion and better allow interviewers to identify physical gestures used by the lecturer in descriptions of the bottleneck. Online interviews, on the other hand, may support participation and accessibility by allowing participants to join from different physical locations. Online communication platforms (e.g. MS Teams, Zoom) may also assist with recording and transcription processes.

	== ~~Analyses of interviews~~ ==		== Post-interview activities ==

			Once a lecturer and interviewers have reflected on the discussion and identified the lecturer's next steps and goals (i.e. Harbour), the lecturer moves on the [[Step 3 - Modeling Mental Operations\|Question 3 of the Decoding Wheel]], where they begin planning how to model the mental moves associated with overcoming the bottleneck discussed in the interview.
			== Examples of Decoding Interviews ==

	~~== Examples of~~ Decoding ~~Interviews ==~~		* [https://iu.mediaspace.kaltura.com/media/t/1_xxqo4gvy The Questions in a Decoding the Disciplines Interview]
	~~add links to interviews here~~

	==References==		==References==
	<references />		<references />

Danielle Thibodeau at 09:55, 17 June 2025

2025-06-17T09:55:25Z

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	* A second interviewer to support the process		* A second interviewer to support the process

	When ~~selected~~ potential interview partners, the lecturer should consider the knowledge level of the interviewers. If the interviewers are too familiar with the bottleneck and its related discipline, there is the possibility that their shared knowledge will impede them from interrogated the lecturer in a way that challenges them to break down the topic at hand. Likewise, if the interviewers have too little subject knowledge the lecturer may have to spend too much time ensuring they have enough background knowledge to approach the bottleneck. Ideally, the ~~interviews~~' knowledge of the bottleneck should approximate the level of the students whom the lecturer usually encounters when teaching the bottleneck. Other configurations may be appropriate for specifics topics and circumstances.		When selecting potential interview partners, the lecturer should consider the knowledge level of the interviewers. If the interviewers are too familiar with the bottleneck and its related discipline, there is the possibility that their shared knowledge will impede them from interrogated the lecturer in a way that challenges them to break down the topic at hand. Likewise, if the interviewers have too little subject knowledge the lecturer may have to spend too much time ensuring they have enough background knowledge to approach the bottleneck. Ideally, the interviewers' knowledge of the bottleneck should approximate the level of the students whom the lecturer usually encounters when teaching the bottleneck. Other configurations may be appropriate for specifics topics and circumstances.

	=== Interview process ===		=== Interview process ===
	Decoding Interviews begin by having the lecturer name the bottleneck being explored and describing a situation in which got stuck in the bottleneck. As the lecturer describes how they understand the bottleneck, the interviewers should probe with questions that push them to describe the bottleneck in as much detail as possible. Important questions include, but are not limited to:		Decoding Interviews begin by having the lecturer name the bottleneck being explored and describing a situation in which students got stuck in the bottleneck (i.e. Team-Up). As the lecturer describes how they understand the bottleneck, the interviewers should probe with questions that push them to describe the bottleneck in as much detail as possible (i.e. Elucidate and Analysis). Important questions include, but are not limited to:

	* How exactly do you do that?		* How exactly do you do that?
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	If the interviewers ask a question the lecturer cannot immediately answer, this may indicate that the question relates to an unconscious aspect of the expertise they possess and that impedes students from proceeding through the bottleneck. Interviewers should support the lecturer to make this knowledge explicit in the interview.		If the interviewers ask a question the lecturer cannot immediately answer, this may indicate that the question relates to an unconscious aspect of the expertise they possess and that impedes students from proceeding through the bottleneck. Interviewers should support the lecturer to make this knowledge explicit in the interview.

	~~Interviews~~ should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.		Interviewers should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.

	===== Disrupting the Disciplines =====		===== Disrupting the Disciplines =====
	[[Disrupting the Disciplines]] is an approach to a Decoding Interview that approaches decoding from a critical, post-colonial and/or Indigenous lens ~~that~~ challenges whether disciplinary ~~knowledge~~ and assumptions are neutral and unbiassed or based in oppressive structures. An example of interview question from the Disrupting the Disciplines approach is to follow-up a question the lecturer cannot answer by pursuing a more imaginative approach: "What can I imagine doing differently?"<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref>		[[Disrupting the Disciplines]] is an approach to a Decoding Interview that approaches decoding from a critical, post-colonial and/or Indigenous lens. This approach challenges whether disciplinary knowledges and assumptions are neutral and unbiassed or based within oppressive structures. An example of interview question from the Disrupting the Disciplines approach is to follow-up a question the lecturer cannot answer by pursuing a more imaginative approach: "What can I imagine doing differently?"<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref>

	===== In-person versus online interviews =====		===== In-person versus online interviews =====

Danielle Thibodeau at 09:50, 17 June 2025

2025-06-17T09:50:33Z

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	== How to do interviews ==		== How to do interviews ==
	TEACH structural model - ~~Quick~~ description of ~~how~~ the model can ~~apply~~		Decoding interviews follow the '''TEACH''' structural model. '''TEACH''' stands for:

			* '''Team-up''' - where the lecturer and the interviewers come together and develop a positive, collaborative basis for the interview.
			* '''Elucidate''' - where the bottleneck is named and explored by the lecturer and the interviewers for suitability within the context of a Decoding Interview.
			* '''Analysis''' - where the interviews ask questions of the lecturer to help them make their knowledge of the bottleneck explicit and explore potential challenges to understanding.
			* '''Change'''- where the lecturer and interviewers discuss potential changes to the lecturer's teaching practice that may addresses the bottleneck with students.
			* '''Harbour''' - where all interview participants reflect on their discussion and identify next steps and goals.

			A more thorough description of the TEACH structural model can be found in [[Decoding Interviews führen mit dem Strukturmodell TEACH]].

	=== Interview Participants ===		=== Interview Participants ===

Danielle Thibodeau at 09:39, 17 June 2025

2025-06-17T09:39:22Z

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	== How to do interviews ==		== How to do interviews ==
			TEACH structural model - Quick description of how the model can apply

	=== Interview Participants ===		=== Interview Participants ===
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	Interviews should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.		Interviews should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.

	~~===== TEACH structural model =====~~
	~~Quick description of how the model can apply~~

	===== Disrupting the Disciplines =====		===== Disrupting the Disciplines =====
	Disrupting the Disciplines is an approach to a Decoding Interview that		[[Disrupting the Disciplines]] is an approach to a Decoding Interview that approaches decoding from a critical, post-colonial and/or Indigenous lens that challenges whether disciplinary knowledge and assumptions are neutral and unbiassed or based in oppressive structures. An example of interview question from the Disrupting the Disciplines approach is to follow-up a question the lecturer cannot answer by pursuing a more imaginative approach: "What can I imagine doing differently?"<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref>

	===== In-person versus online interviews =====		===== In-person versus online interviews =====

Danielle Thibodeau at 09:22, 17 June 2025

2025-06-17T09:22:37Z

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	Interviews should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.		Interviews should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.

			===== TEACH structural model =====
			Quick description of how the model can apply

			===== Disrupting the Disciplines =====
			Disrupting the Disciplines is an approach to a Decoding Interview that

	===== In-person versus online interviews =====		===== In-person versus online interviews =====
	Conducting interviews in-person may help facilitate a more dynamic discussion and better allow interviews to identify physical gestures used by the lecturer in their descriptions of the bottleneck. Online interviews, on the other hand, may support participation and accessibility by allowing participants to join from different physical locations. Online communication platforms (e.g. MS Teams, Zoom) may also assist with recording and transcription processes.		Conducting interviews in-person may help facilitate a more dynamic discussion and better allow interviews to identify physical gestures used by the lecturer in their descriptions of the bottleneck. Online interviews, on the other hand, may support participation and accessibility by allowing participants to join from different physical locations. Online communication platforms (e.g. MS Teams, Zoom) may also assist with recording and transcription processes.

	== Analyses of interviews ==		== Analyses of interviews ==

Danielle Thibodeau at 08:54, 17 June 2025

2025-06-17T08:54:06Z

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	== ~~Resources~~ ==		== Examples of Decoding Interviews ==
	add links to interviews here		add links to interviews here

	==References==		==References==
	<references />		<references />

Danielle Thibodeau: Added to the how to interview section

2025-06-17T08:43:50Z

Added to the how to interview section

← Older revision		Revision as of 10:43, 17 June 2025
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	=== Interview process ===		=== Interview process ===
	Decoding Interviews begin by having the ~~primary educator~~ name the bottleneck being explored and describing a situation in which got stuck in the bottleneck.		Decoding Interviews begin by having the lecturer name the bottleneck being explored and describing a situation in which got stuck in the bottleneck. As the lecturer describes how they understand the bottleneck, the interviewers should probe with questions that push them to describe the bottleneck in as much detail as possible. Important questions include, but are not limited to:

			* How exactly do you do that?
			* What is the next step?
			* What would happen if you didn't do exactly that?

			If the interviewers ask a question the lecturer cannot immediately answer, this may indicate that the question relates to an unconscious aspect of the expertise they possess and that impedes students from proceeding through the bottleneck. Interviewers should support the lecturer to make this knowledge explicit in the interview.

			Interviews should make note of any metaphors or physical gestures used by the lecturer when explaining concepts. Metaphors or gestures may need to be unpacked in order to ensure the bottleneck has been explained in such a way that does not rely on interpretations or assumed shared culture or disciplinary knowledge. Creating a video and/or audio recording of the interview may assist in capturing physical elements of a lecturers descriptions.

			===== In-person versus online interviews =====
			Conducting interviews in-person may help facilitate a more dynamic discussion and better allow interviews to identify physical gestures used by the lecturer in their descriptions of the bottleneck. Online interviews, on the other hand, may support participation and accessibility by allowing participants to join from different physical locations. Online communication platforms (e.g. MS Teams, Zoom) may also assist with recording and transcription processes.

	== Analyses of interviews ==		== Analyses of interviews ==

Danielle Thibodeau: /* How to do interviews */

2025-06-17T08:21:02Z

How to do interviews

← Older revision		Revision as of 10:21, 17 June 2025
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	== How to do interviews ==		== How to do interviews ==

			=== Interview Participants ===
			A Decoding Interview is usually comprised of three participants:

			* The lecturer who is trying to decode their bottleneck
			* An interviewer who engages the educator in questions
			* A second interviewer to support the process

			When selected potential interview partners, the lecturer should consider the knowledge level of the interviewers. If the interviewers are too familiar with the bottleneck and its related discipline, there is the possibility that their shared knowledge will impede them from interrogated the lecturer in a way that challenges them to break down the topic at hand. Likewise, if the interviewers have too little subject knowledge the lecturer may have to spend too much time ensuring they have enough background knowledge to approach the bottleneck. Ideally, the interviews' knowledge of the bottleneck should approximate the level of the students whom the lecturer usually encounters when teaching the bottleneck. Other configurations may be appropriate for specifics topics and circumstances.

			=== Interview process ===
			Decoding Interviews begin by having the primary educator name the bottleneck being explored and describing a situation in which got stuck in the bottleneck.

	== Analyses of interviews ==		== Analyses of interviews ==

Riegler: adding headlines

2025-04-24T16:08:43Z

adding headlines

← Older revision		Revision as of 18:08, 24 April 2025
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	* Joan Middendorf and Leah Shopkow, ''[[Overcoming Student Learning Bottlenecks]]''<ref>https://www-routledge-com.uea.idm.oclc.org/Overcoming-Student-Learning-Bottlenecks-Decode-the-Critical-Thinking-of-Your-Discipline/Middendorf-Shopkow/p/book/9781620366653?srsltid=AfmBOopmuDBo9u_39CJnfUrIaOtx35Yype7_J5GR2w5yphtbWKMNJhn3</ref> (pp.48-59)		* Joan Middendorf and Leah Shopkow, ''[[Overcoming Student Learning Bottlenecks]]''<ref>https://www-routledge-com.uea.idm.oclc.org/Overcoming-Student-Learning-Bottlenecks-Decode-the-Critical-Thinking-of-Your-Discipline/Middendorf-Shopkow/p/book/9781620366653?srsltid=AfmBOopmuDBo9u_39CJnfUrIaOtx35Yype7_J5GR2w5yphtbWKMNJhn3</ref> (pp.48-59)
	* Peter Riegler, “[[The Decoding Interview - An Exemplary Insight\|The Decoding interview – an exemplary insight]]”'''.''' in ''Decoding the Disciplines'' <ref>https://diz-bayern.de/publikationen/dina-und-tagungsbaende</ref>		* Peter Riegler, “[[The Decoding Interview - An Exemplary Insight\|The Decoding interview – an exemplary insight]]”'''.''' in ''Decoding the Disciplines'' <ref>https://diz-bayern.de/publikationen/dina-und-tagungsbaende</ref>

			== Outcomes of the interview ==
			The outcome of the Decoding interview should be a phrase that summarizes the mental moves of the interviewed expert.

			== How to do interviews ==

			== Analyses of interviews ==


			== Resources ==
			add links to interviews here

	==References==		==References==
	<references />		<references />