Michelle Yeo (talk | contribs) m (Added a row to the pages needed table.) |
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!Details | !Details | ||
!Status | !Status | ||
|- | |- | ||
|<s>Language comprehension</s> | |<s>Language comprehension</s> | ||
| Line 22: | Line 17: | ||
|- | |- | ||
|Transition to College project | |Transition to College project | ||
| | |David Pace | ||
|describe the project, results etc. | |describe the project, results etc. | ||
| | |done | ||
|- | |- | ||
| | |<s>Alternative Decoding techniques</s> | ||
| | |<s>Joan Middendorf</s> | ||
| | |<s>analogies, bottleneck writing tour, 3-d modeling, rubrics, game mechanics, etc</s> | ||
| | |done | ||
|- | |- | ||
|[[Bottleneck]] | |[[Bottleneck]] | ||
| | | | ||
|describe flavors of bottlenecks | |describe flavors of bottlenecks (such as cognitive, emotional) | ||
| | |Examples introduced for cognitive and emotional bottlenecks (Inna) | ||
|- | |- | ||
|[[Threshold concept]] | |[[Threshold concept]] | ||
| | |David Pace or Joan Middendorf | ||
|describe relationship to bottlenecks and Decoding | |describe relationship to bottlenecks and Decoding | ||
| | |Added section comparing Decoding to TCs | ||
|- | |- | ||
|Transformative Dialogues | |<s>Transformative Dialogues</s> | ||
| | |<s>Joan Middendorf</s> | ||
|describe role of journal, link to journal, etc. | |<s>describe role of journal, link to journal, etc.</s> | ||
| | |Added 3 sentences @ TD | ||
|- | |- | ||
|Graph reading | |Graph reading | ||
| Line 57: | Line 52: | ||
|- | |- | ||
|[[Faculty development]] | |[[Faculty development]] | ||
|[[Peter Riegler]] (appreciating a helpful hand in particular when it comes to FLP etc.) | |[[Peter Riegler]] (appreciating a helpful hand in particular when it comes to FLP etc.) -- I can help on this. | ||
Shibhan | |||
Michelle | |||
|describe how Decoding is used for faculty development; give some history (e.g. FLP); link to relevant Decoding literature | |describe how Decoding is used for faculty development; give some history (e.g. FLP); link to relevant Decoding literature | ||
|started | |started | ||
| Line 69: | Line 66: | ||
|Michelle Yeo | |Michelle Yeo | ||
|More information and references could be added to the current Disrupting page | |More information and references could be added to the current Disrupting page | ||
|ready for feedback | |||
|- | |||
|[[New to Decoding?]] | |||
|David Pace, Inna, Siobhán | |||
| | |||
| | |||
|- | |||
|[[Materials to introduce Decoding]] | |||
|Peter Riegler | |||
|page where people can share their intro materials to Decoding | |||
- synopsis page linking to materials(e.g. ppt by high school teachers) | |||
- section on how to add material | |||
| | |||
|- | |||
|[[identity bottleneck]] | |||
|Michelle, Siobhán, Maire | |||
|name to be discussed | |||
| | |||
|- | |||
|How to prepare for an interview (for the interviewer) | |||
|Maire | |||
| | |||
| | |||
|- | |||
|Relationality of Decoding | |||
|Peter R., Michelle | |||
| | |||
| | | | ||
|- | |||
|What is essential for Decoding | |||
|Danielle | |||
| | |||
| | |||
|- | |||
|Relation between Decoding and SoTL | |||
|Joan Middendorf | |||
|Decoding is more inductive | |||
SoTL tends to be deductive | |||
|Done -at least a simple beginning | |||
|} | |} | ||
See also [[Special:WantedPages]] for further pages needed. | See also [[Special:WantedPages]] for further pages needed (automatically reported by the system). | ||
Latest revision as of 19:28, 24 July 2025
| Topic | People willing to contribute | Details | Status |
|---|---|---|---|
| done -> Textual descriptions in mathematics | |||
| done -> Reading a clock | |||
| Transition to College project | David Pace | describe the project, results etc. | done |
| done | |||
| Bottleneck | describe flavors of bottlenecks (such as cognitive, emotional) | Examples introduced for cognitive and emotional bottlenecks (Inna) | |
| Threshold concept | David Pace or Joan Middendorf | describe relationship to bottlenecks and Decoding | Added section comparing Decoding to TCs |
| Added 3 sentences @ TD | |||
| Graph reading | Sort of a review article summarizing research work on this topic | ||
| Reading scholarly work | Sort of a review article summarizing research work on this topic | ||
| Faculty development | Peter Riegler (appreciating a helpful hand in particular when it comes to FLP etc.) -- I can help on this.
Shibhan Michelle |
describe how Decoding is used for faculty development; give some history (e.g. FLP); link to relevant Decoding literature | started |
| AI Literacy as a bottle neck | As an aspect of digital literacy and being critical users of digital tools, it is important to address AI literacy as an bottleneck for social science students | ||
| More development of Disrupting page | Michelle Yeo | More information and references could be added to the current Disrupting page | ready for feedback |
| New to Decoding? | David Pace, Inna, Siobhán | ||
| Materials to introduce Decoding | Peter Riegler | page where people can share their intro materials to Decoding
- synopsis page linking to materials(e.g. ppt by high school teachers) - section on how to add material |
|
| identity bottleneck | Michelle, Siobhán, Maire | name to be discussed | |
| How to prepare for an interview (for the interviewer) | Maire | ||
| Relationality of Decoding | Peter R., Michelle | ||
| What is essential for Decoding | Danielle | ||
| Relation between Decoding and SoTL | Joan Middendorf | Decoding is more inductive
SoTL tends to be deductive |
Done -at least a simple beginning |
See also Special:WantedPages for further pages needed (automatically reported by the system).
