@misc{Panke2006,
        title = {Weblogs in der Lehre – Drei Fallbeispiele},
        author = {Stefanie Panke and Uwe Oestermeier},
        year = 2006,
        url = {http://www.e-teaching.org/didaktik/gestaltung/kommunikation/weblog/weblogs_25.07.06cr.pdf},
        biburl = {http://www.bibsonomy.org/bibtex/2645bbbb53e5e624544644bca0bae20c8/kochm},
	keywords = {teaching elearning academic blogs academia casestudy academia2.0}
}

@article{978-972-8924-54-6Microblogging,
        title = { Microblogging - more than fun?},
        author = {Martin Ebner and Mandy Schiefner},
        editor = {Inmaculada Arnedillo Sánchez and Pedro Isaías ed.},
        journal = {Proceedings of IADIS Mobile Learning Conference 2008, },
        pages = {155-159},
        year = 2008,
        url = {http://lamp.tu-graz.ac.at/~i203/ebner/publication/08_mobillearn.pdf},
        description = {Empirical study - why people use twitter},
	biburl = {http://www.bibsonomy.org/bibtex/2b578a5fe827ecc365efd4829637e2ac7/boehr},
	keywords = {elearning microblog}
}

@inproceedings{1367593,
        title = {Why web 2.0 is good for learning and for research: principles and prototypes},
        address = {New York, NY, USA},
        author = {Carsten Ullrich and Kerstin Borau and Heng Luo and Xiaohong Tan and Liping Shen and Ruimin Shen},
        booktitle = {WWW '08: Proceeding of the 17th international conference on World Wide Web},
        pages = {705--714},
        publisher = {ACM},
        year = 2008,
        url = {http://portal.acm.org/citation.cfm?id=1367497.1367593&coll=Portal&dl=GUIDE&CFID=37081298&CFTOKEN=27644208},
        location = {Beijing, China},
	isbn = {978-1-60558-085-2},
	doi = {http://doi.acm.org/10.1145/1367497.1367593},
	description = {Using Web 2.0 and espacially microblogging in university context},
	biburl = {http://www.bibsonomy.org/bibtex/28d820a15fae76d680b051ed77efdfb50/boehr},
	keywords = {elearning university microblog}
}

@book{misc,
        title = {Online-Tutorials an deutschen Universitäts- und Hochschulbibliotheken: Verbreitung, Typologie und Analyse},
        author = {Jörgen Pfeffer},
        note = {Masterarbeit, Fakultät für Informations- und Kommunikationswissenschaften, Fachhochschule Köln },
        year = 2006,
        url = {http://eprints.rclis.org/archive/00008211/},
        biburl = {http://www.bibsonomy.org/bibtex/2026a705dce7da0bbeaf97bc8c66806af/maier},
	keywords = {eLearning}
}

@article{misc,
        title = {Online-Tutorials an Bibliotheken : Grundlagen, Analyse ausgewählter Beispiele und Erstellung einer Typologie},
        author = {Matthias Emmert},
        note = {Studien- und Projektarbeit UNiversitätsbibliothek Erlangen-Nürnberg},
        year = 2007,
        url = {http://www.opus.ub.uni-erlangen.de/opus/volltexte/2007/584/},
        biburl = {http://www.bibsonomy.org/bibtex/236292e4cd6a57214605342d890e0019a/maier},
	keywords = {eLearning}
}

@article{Brouns05,
        title = {A first exploration of an inductive analysis approach for detecting learning design patterns},
        author = {Francis Brouns and Rob Koper and Jocelyn Manderveld and Jan van Bruggen and Peter Sloep and Peter van Rosmalen and Colin Tattersall and Hubert Vogten},
        editor = {Colin Tattersall and Rob Koper},
        journal = {Journal of Interactive Media in Education (Advances in Learning Design. Special Issue},
        volume = 3,
        year = 2005,
        url = {http://www-jime.open.ac.uk/2005/03/brouns-2005-03-01.html},
        id = {388941},
	priority = {0},
	comment = {This strain of work is done mainly in the context of developing large scale technological systems to support organizational and vocational learning or web-delivered higher and further education. Due to this context, much of the work is highly technical, to an extent that would make it inaccessible for teachers as well as researchers outside of the field. Even the issue of uncovering design patterns may get embellished as structural analysis of XML documents.},
	abstract = {Abstract: One way to develop effective online courses is the use of learning design patterns, since patterns capture successful solutions. Pedagogical patterns are commonly created by human cognitive processing in "writer's workshops". We explore two ideas; first whether IMS Learning Design is suitable for detecting patterns in existing courses and secondly whether the use of inductive analyses is a suitable approach. We expect patterns to occur in the method section of a learning design, because here the process of teaching and learning is defined. We provide some suggestions for inductive techniques that could be applied to existing learning designs in order to detect patterns and discuss how the patterns could be used to create new learning designs. None of the suggested approaches are validated yet, but are intended as input for the ongoing discussion on patterns.},
	biburl = {http://www.bibsonomy.org/bibtex/26012b458de4f694e13a1097ee51f5d41/yish},
	keywords = {design analysis inductive designapproaches emdp ims-ld pattern mythesis designpatterns patterns elearning learning exploration dtl pedagogicalpatterns pedagogical eml mathgamespatterns ILE KalDesignResearch detection xml}
}

@article{Avgeriou03,
        title = {Towards a Pattern Language for Learning Management Systems},
        author = {Paris Avgeriou and Andreas Papasalouros and Symeon Retalis and Manolis Skordalakis},
        journal = {Educational Technology and Society},
        number = 2,
        pages = {11-24},
        volume = 6,
        year = 2003,
        url = {http://ifets.ieee.org/periodical/6-2/2.html},
        id = {495553},
	priority = {2},
	biburl = {http://www.bibsonomy.org/bibtex/2a1c8c6277a40d61821b31c1e7d9d7473/yish},
	keywords = {ILE management system designapproaches patterns e-learning language technology design systems elearning learning pattern mathgamespatterns mythesis e-len}
}

@article{Laurillard06,
        title = {Affordances for Learning in a Non-Linear Narrative Medium},
        author = {Diana Laurillard and Matthew Stratfold and Rose Luckin and Lydia Plowman and Josie Taylor},
        journal = {Journal of Interactive Media in Education},
        volume = 2,
        year = 2000,
        url = {http://jime.open.ac.uk/00/2/},
        abstract = {A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.},
	biburl = {http://www.bibsonomy.org/bibtex/21346854c89aca373393e25423666ef24/yish},
	keywords = {learning CSCL elearning mythesis affordances IJCEELL multimedia narrative}
}

@inproceedings{cowan2000,
        title = {Towards a unified catalog of hypermedia design patterns},
        address = {Hawaii},
        author = {D. M. German and D. D. Cowan},
        booktitle = {Proceedings of the 41st Annual Hawaii International Conference on System Sciences},
        pages = {6067-6075},
        year = 2000,
        url = {http://csdl2.computer.org/comp/proceedings/hicss/2000/0493/06/04936067.pdf},
        id = {410718},
	priority = {2},
	doi = {10.1109/HICSS.2000.926888},
	abstract = {There has been a recent increase in the number of published design patterns for hypermedia. Some of these patterns have been evolving, while others have remained untouched. This paper attempts to list all the patterns currently known, tracing the different publications in which they have appeared. The patterns are scrutinized and refined: some patterns are unified into one; some are deemed special cases of other patterns; some patterns are renamed. At the same time, we propose to rewrite the patterns in a vocabulary that is uniform, and to use similar pattern templates. We then discuss the creation of a design patterns system, which organizes the patterns and assists the designer in the process of recognizing the problems and their potential solutions. Finally we propose a subset of the patterns which should conform a catalog of basic patterns; this catalog will attempt to address the most common problems found during the design of hypermedia applications.},
	biburl = {http://www.bibsonomy.org/bibtex/24b3a83c863aa747be25e34b6c8d6b7ff/yish},
	keywords = {mythesis learning designapproaches mathgamespatterns elearning chais2007 patterns ILE CnE07 design}
}

@inproceedings{citeulike:410840,
        title = {Supporting the Application of Design Patterns in Web-Course Design},
        author = {Sherri S. Frizell and Roland Hubscher},
        booktitle = {Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002},
        year = 2002,
        url = {http://www.auburn.edu/~frizess/frizell-edmedia.pdf},
        id = {410840},
	priority = {0},
	comment = {The interaction between student and instructor is assumed to be mediated by this communication channels. Under such circumstances, most of the effort goes into designing the representation and organization of educational content and the mechanisms by which learners interact with it.},
	biburl = {http://www.bibsonomy.org/bibtex/25fba7e54d09cf7ae1e6547802c69a030/yish},
	keywords = {ILE mathgamespatterns elearning designapproaches patterns mythesis learning design edmedia02 e-len}
}

@inproceedings{barre05,
        title = {Re-engineering of collaborative e-learning systems: evaluation of system, collaboration and acquired knowledge qualities},
        address = {Amsterdam},
        author = {Vincent Barre and Christophe Chaquet and Hassina El-Kechaï},
        booktitle = {Proceedings of Artificial Intelligence in Education: Workshop on Usage Analysis in Learning Systems},
        editor = {Christophe Choquet and Vanda Luengo and Kalina Yacef},
        howpublished = {IOS Press, Amsterdam},
        year = 2005,
        url = {http://lium-dpuls.iut-laval.univ-lemans.fr/aied-ws/PDFFiles/barre.pdf},
        id = {500067},
	priority = {2},
	abstract = {This paper relates an experimentation of a collaborative e-learning system.
In this kind of system, tracks arising from communication tools allow to build useful
indicators for all system actors. We show how tracks are analyzed and how this
analysis is useful for reengineering purposes.},
	biburl = {http://www.bibsonomy.org/bibtex/266f8aede11bd2bce6bfb9463068deb17/yish},
	keywords = {design kal-patterns-analysis learning designapproaches patterns mythesis elearning aied05workshop mathgamespatterns}
}

@inproceedings{1297276,
        title = {Can social information retrieval enhance the discovery and reuse of digital educational content?},
        address = {New York, NY, USA},
        author = {Riina Vuorikari},
        booktitle = {RecSys '07: Proceedings of the 2007 ACM conference on Recommender systems},
        pages = {207--210},
        publisher = {ACM},
        year = 2007,
        url = {http://portal.acm.org/citation.cfm?doid=1297231.1297276},
        location = {Minneapolis, MN, USA},
	isbn = {978-1-59593-730--8},
	doi = {http://doi.acm.org/10.1145/1297231.1297276},
	description = {Can social information retrieval enhance the discovery and reuse of digital educational content?},
	biburl = {http://www.bibsonomy.org/bibtex/2810433208480e7354fb0de97248a465b/teresina},
	keywords = {tagging learning_ressources folksonomy multilingual elearning}
}

@article{misc,
        title = {Hochschulbibliotheken als Dienstleister im Kontext  von eLearning},
        author = {Antje Kellersohn},
        journal = {ABI-Technik },
        note = {Hochschulbibliotheken in ihrer Rolle als integrierte Informationsdienstleister der Hochschulen; Positionierung auf dem Gebiet des elearning; Praxisbeispiel anhand des Projekts "easy learning", eines hochschlweiten integriereten Portals der FH Bielefeld},
        number = 1,
        pages = {20 ff.},
        volume = 28,
        year = 2008,
        biburl = {http://www.bibsonomy.org/bibtex/2b114a01208bf2e1afcef841439315da7/maier},
	keywords = {eLearning}
}

@article{Freire2008,
        title = {Universities and Web 2.0: Institutional challenges},
        author = {Juan Freire},
        journal = {elearningpapers},
        month = {April},
        number = 8,
        year = 2008,
        url = {http://www.elearningeuropa.info/files/media/media15530.pdf},
        description = {"Die Einführung eines Web 2.0-Lernansatzes in den Universitäten ist ein komplexer Prozess, der bedeutende technologische, betriebliche und menschliche Hindernisse überwinden muss. Aus diesen Gründen ist die Entwicklung von Zielsetzungen und einer von den Führungskräften – und zwar vor allem von denjenigen, die für das Wissensmanagement zuständig sind – akzeptierten und geförderten Strategie unerlässlich. Dieser erste Schritt bedeutet in der Regel tief greifende kulturelle Veränderungen für Menschen, die es gewohnt sind, in anderen Szenarien zu arbeiten und Entscheidungen zu treffen."},
	abstract = {The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level.
The promises and potential of Web 2.0 in universities need an adequate strategy for their development which has to confront the bottlenecks and fears common in these institutions, which could explain the lack of adaptation. Some of the bottlenecks highlighted in this paper are: a) the rejection by the users, personnel and students, b) the lack of an incentive system, c) the available pre-web 2.0 technology, and d) universities show in some cases a culture of aversion to innovation and entrepreneurship.
The adoption of a Web 2.0 approach to learning in universities is a complex process confronting important technological, managerial and human barriers. For these reasons, the design of a set of objectives and a strategy accepted and promoted by the managers, especially those in charge of knowledge management, is absolutely needed. This first step requires in many cases radical cultural changes for people used to work and make decisions in a different scenario. The introduction for the Web 2.0 approach to learning in universities must be done through an adaptive strategy, one that may be designed integrating previous experiences of educational, research and business organizations.},
	biburl = {http://www.bibsonomy.org/bibtex/27c418a44ce1b3539de90a23803fd61d8/cirrus},
	keywords = {Web_2.0 eLearning}
}

@article{Freire2008,
        title = {Universities and Web 2.0: Institutional challenges},
        author = {Juan Freire},
        journal = {elearningpapers},
        month = {April},
        number = 8,
        year = 2008,
        url = {http://www.elearningeuropa.info/files/media/media15530.pdf},
        description = {"Die Einführung eines Web 2.0-Lernansatzes in den Universitäten ist ein komplexer Prozess, der bedeutende technologische, betriebliche und menschliche Hindernisse überwinden muss. Aus diesen Gründen ist die Entwicklung von Zielsetzungen und einer von den Führungskräften – und zwar vor allem von denjenigen, die für das Wissensmanagement zuständig sind – akzeptierten und geförderten Strategie unerlässlich. Dieser erste Schritt bedeutet in der Regel tief greifende kulturelle Veränderungen für Menschen, die es gewohnt sind, in anderen Szenarien zu arbeiten und Entscheidungen zu treffen."},
	abstract = {The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level.
The promises and potential of Web 2.0 in universities need an adequate strategy for their development which has to confront the bottlenecks and fears common in these institutions, which could explain the lack of adaptation. Some of the bottlenecks highlighted in this paper are: a) the rejection by the users, personnel and students, b) the lack of an incentive system, c) the available pre-web 2.0 technology, and d) universities show in some cases a culture of aversion to innovation and entrepreneurship.
The adoption of a Web 2.0 approach to learning in universities is a complex process confronting important technological, managerial and human barriers. For these reasons, the design of a set of objectives and a strategy accepted and promoted by the managers, especially those in charge of knowledge management, is absolutely needed. This first step requires in many cases radical cultural changes for people used to work and make decisions in a different scenario. The introduction for the Web 2.0 approach to learning in universities must be done through an adaptive strategy, one that may be designed integrating previous experiences of educational, research and business organizations.},
	biburl = {http://www.bibsonomy.org/bibtex/27c418a44ce1b3539de90a23803fd61d8/chilluple},
	keywords = {elc paper university eLearning web2.0}
}

@inproceedings{TzouveliSchmidtICALT08,
        title = {Adaptive Reading Assistance for the Inclusion of Learners with Dyslexia},
        author = {Paraskevi Tzouveli and Andreas Schmidt and Michael Schneider and Antonis Symvonis and Stefanos Kollias},
        booktitle = {IEEE Conference on Advanced Learning Technologies (ICALT 08)},
        year = 2008,
        url = {http://publications.andreas.schmidt.name/ICALT_08_tsouveli_schmidt_agentdysl.pdf},
        pdf = {http://publications.andreas.schmidt.name/ICALT_08_tsouveli_schmidt_agentdysl.pdf},
	abstract = {Dyslexia is a major barrier to success in education and later on the job as reading skills are fundamental for personal competence development. Children with dyslexia have special learning needs (e.g., more teacher support), which currently only specialized institutions can provide. However, this takes children out of their peer group and causes social problems. On the other side, there is general-purpose reading support software, which is not geared towards children with dyslexia as they lack personalization. AGENT-DYSL brings together speech and image recognition as well as semantic technologies to build a truly adaptive reading support system for children with dyslexia.},
	biburl = {http://www.bibsonomy.org/bibtex/28602ee1e1d1d870d9135938a8841b7b2/aschmidt},
	keywords = {lang:en elearning fzi ipe dyslexia ontology adaptive agentdysl aps conference}
}

@article{downes2005l,
        title = {E-learning 2.0},
        author = {S. Downes},
        journal = {eLearn},
        number = 10,
        publisher = {ACM Press New York, NY, USA},
        volume = 2005,
        year = 2005,
        id = {742105},
	priority = {2},
	at = {2006-07-06 15:50:33},
	biburl = {http://www.bibsonomy.org/bibtex/29086dfc01edb14755f9245a71cf4963c/akpe},
	keywords = {elearning elearning20 web20}
}

@book{schulm2007,
        title = {Grundlagen hypermedialer Lernsysteme},
        author = {Rolf Schulmeister},
        edition = {4., überarb. u. aktualisierte Aufl.},
        publisher = {Oldenbourg},
        year = 2007,
        location = {M{\"u},
	isbn = {978-3-486-27395-3},
	language = {ger},
	biburl = {http://www.bibsonomy.org/bibtex/232958eb11c046a526eba585442dc3dc1/griesbau},
	keywords = {elearning cvk}
}

@book{Schul06,
        title = {eLearning: Einsichten und Aussichten},
        address = {München},
        author = {R. Schulmeister},
        publisher = {Oldenbourg Verlag},
        year = 2006,
        standort = {Hauptbücherregal Ausgeliehen aus IuG-Bib},
	inventarnummer = {2007/14},
	isbn = {3-486-58003-5},
	code = {12110},
	signatur = {Fa 0317},
	biburl = {http://www.bibsonomy.org/bibtex/220f325486e2b7a9eef3d0e7c6b0d5d34/griesbau},
	keywords = {eLearning}
}

@book{Hi04,
        title = {Computergest{\"u}tztes kooperatives Lernen : Einf{\"u}hrung in Technik, P{\"a}dagogik und Organisation des CSCL},
        author = {Udo Hinze},
        publisher = {Waxmann},
        year = 2004,
        biburl = {http://www.bibsonomy.org/bibtex/2e2cee44675030c1f94ca036d1a03c57f/griesbau},
	keywords = {kooperatives cvk CSCL eLearning Lernen}
}