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Displaying (1 - 3 of 3)
Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines
Contributor(s)
Janice Miller-Young; Jennifer Boman
Date issued
2017
Description
This chapter presents the bottlenecks identified by seven faculty members from diverse disciplines, and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.
Type
book chapter
Appears in collection(s)
Centres & Institutes
Communities of decoding : using the Decoding the Disciplines paradigm to create faculty learning communities on three continents.
Contributor(s)
Janice Miller-Young; Michelle Yeo
Date issued
2015
Description
David Pace1, Janice Miller-Young2, Michelle Yeo2, Manie Moolman3, Jennifer Clark4, Adrian Jones5, Anette Wilkinson3, Deirdre van Jaarsveldt3 1 Indiana University 2 Mount Royal University 3 University of the Free State 4 University of New England, NSW 5 La Trobe University Decoding the Disciplines is being used to increase learning in at least nine countries on four continents, and the model has been enriched, as scholars of teaching and learning have adapted the paradigm to the needs of their institutions. This session will begin with a very brief introduction to the Decoding model, followed by presentations showing how teams in Canada, South Africa, and Australia are putting Decoding to...
Type
presentations (communicative events)
Appears in collection(s)
Centres & Institutes
Tuning in on tacit knowledge.
Contributor(s)
Jennifer Boman; Genevieve Currie; Ron MacDonald; Janice Miller-Young; Michelle Yeo; Stephanie Zettel
Date issued
2015
Description
Tuning in on teaching practice in any discipline may well run up against a problem of tacit knowledge--knowledge crucial to the discipline’s ways of thinking and practicing, but by nature obscure. Teachers who omit to make their tacit knowledge explicit in the classroom cause learning bottlenecks for their students. Tacit knowledge can be made explicit to its teacher owner, with positive effect on her teaching, in an interview that invites her to address how she thinks and practices in work her students, lacking her tacit knowledge, find impossible to master (Middendorf & Pace, 2004). We have conducted half a dozen such 90-minute to two-hour interviews with university teachers in...
Type
presentations (communicative events)
Appears in collection(s)
Teaching and Learning; Centres & Institutes