<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>6021</id>
    <completedYear/>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>1</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName>University of Groningen</publisherName>
    <publisherPlace>Groningen</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">What has become different – participants’ transformations in a Decoding Learning Community</title>
    <abstract language="eng">Decoding the Disciplines is a way of doing SoTL that focuses on identifying barriers to&#13;
student learning and helping students to overcome them. The Decoding Learning&#13;
Community is a group of instructors and faculty developers in Germany who intend to&#13;
build on that. Within its six years of existence, the group’s work has contributed at least&#13;
25 publications to the SoTL-community at large. Viewing this group as an artefact allows&#13;
to learn about what people attracts people to Decoding, what helps them to practice&#13;
Decoding, and what they gain from doing so. We asked members of this community what&#13;
has become different due to their membership. The answers readily fall into patterns. Not&#13;
unexpectedly one pattern aligns with the theme of this conference: making connections –&#13;
between faculty and developers, between learning theory and teaching practice, between&#13;
expertise and student learning. Other patterns, however, have been quite unexpected up&#13;
to the point that aspects one might hope members would mention were not covered at all.&#13;
(No spoiling information will be given here.) We will connect these findings to related work&#13;
on communities of practice. In terms of conference pedagogy, the presentation will&#13;
employ elements of immersive theater with members of the learning community dialoging&#13;
with the audience from within the auditory.</abstract>
    <parentTitle language="eng">EuroSoTL 2025 - Book of Abstracts</parentTitle>
    <identifier type="urn">urn:nbn:de:bvb:863-opus-60212</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <licence>Creative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International</licence>
    <author>Thomas Blotevogel</author>
    <author>Peter Riegler</author>
    <author>Inna Mikhailova</author>
    <author>Christine Niebler</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Decoding The Disciplines</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Faculty development</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Persönlichkeitsentwicklung</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Hochschullehre</value>
    </subject>
    <collection role="institutes" number="fm">Fakultät Maschinenbau</collection>
    <thesisPublisher>Technische Hochschule Würzburg-Schweinfurt</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-fhws/files/6021/Seite_Decoding_aus_EuroSoTL_2025_Abstracts.pdf</file>
  </doc>
</export-example>
