Anchoring analyses in video records of a methodology-focused seminar, in this article we present a systematic analytic approach for uncovering contextual layers enacted in teaching-learning interactions in a higher education setting. The interactional ethnographic epistemology guided our analyses at four levels of scale: 1) reviewing video records and transcribing to identify rich points and explore the over-time construction of the seminar; 2) constructing a timeline and structuration maps to situate the seminar in larger sequences of events; 3) developing domains to identify what contextual layers participants marked as socially significant; and 4) engaging microethnographic discourse analysis of select contextual layers to demonstrate how contextualizing was enacted. Contextual layers signaled from the beginning of the seminar as relevant for co-constructing the teaching-learning interactions included Academic content, Time, People, Places, Languages and Materials. The contextual layers of People and Time provided a connecting thread through which the teacher, with the participants, discursively and physically enacted opportunities for teaching, learning, and understanding the academic content and practices being developed in the seminar. The four levels of analysis provide a systematic and transparent methodological pathway for uncovering the complex and often indiscernable contexts enacting teaching and learning opportunities.

在以方法论为重点的研讨会的视频记录中进行锚定分析，在本文中，我们提出了一种系统的分析方法，用于揭示高等教育环境中在教学与学习互动中制定的上下文层。相互作用的人种学认识论在四个层面上指导了我们的分析：1）审查视频记录并转录以找出要点，并探讨研讨会的超时建设；2）构造时间表和结构图，以将研讨会安排在较大的事件序列中；3）开发域以识别参与者在哪些上下文层标记为具有社会意义；和4）对选定的语境层进行微观民族志话语分析，以展示如何语境化得以制定。从研讨会开始就发出了与共同构建教与学互动有关的语境层的信息，包括学术内容，时间，人，地方，语言和材料。人物和时间的上下文层提供了一个连接线程，教师和参与者可以通过该线程以断断续续的方式在身体，身体上为教学，学习和理解研讨会中正在发展的学术内容和实践提供机会。四个层次的分析提供了系统和透明的方法论途径，以揭示构成教学机会的复杂且通常不可区分的环境。