BibliographyType,ISBN,Identifier,Author,Title,Journal,Volume,Number,Month,Pages,Year,Address,Note,URL,Booktitle,Chapter,Edition,Series,Editor,Publisher,ReportType,Howpublished,Institution,Organizations,School,Annote,Custom1,Custom2,Custom3,Custom4,Custom5
7,"","BarTag95","Barr, R.B. & Tagg, J.","From Teaching to Learning � A New Paradigm for Undergraduate Education","Change",27,,"","13-25",1995,"","","","","","","","","","","","","","","","","","From learning teaching to ","",""
3,"","Baumgartner2004The-Zen-Art-of-","Baumgartner, Peter","The Zen Art of Teaching","Proceedings of the International Workshop ICL2004",,,"","",2004,"","","","","","","","","","","","","","","","This paper outlines three prototypical modes of teaching and learning and their con- sequences for the design of eLearning environments. I distinguish between transfer of knowledge (mode I), acquisition of knowledge (mode II) and construction of knowl- edge (mode III). Based on this theoretical framework I will develop the notion of ``educational scenarios'' and integrate this concept into a three level perspective: sce- narios -- interactions patterns -- usage of tools. As a sample demonstration of the usefulness of this approach I will explore the workflow structure of different kinds of content management systems (CMS). The workflow with its specific right and role management reveals an underlying action and communications structure, which is important for a categorisation of these tools from an educational perspective. I distinguish 5 different types of CMS suitable for different types of educational scenarios for eLearning: Production systems, Weblogs, Group- ware, Portals and Wikis. 
","","Content Management Models, Systems, Teaching blogs ","",""
7,"","440905819770401","Dooley, Arch R. & Skinner, Wickham","Casing Casemethod Methods.","Academy of Management Review",2,2,"","p277 - 288",19770401,"","","http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=4409058&site=ehost-live","","","","","","","","","","","","","In this article the authors acknowledge the wide variety of case method approaches to conducting research as well as the numerous ways the technique is used as a teaching tool. They attempt to open up a dialogue between academics and discuss the various uses of the case method in order to establish a wider variety of educational techniques in management education. They authors relate their experience of sitting in on several classes where the teacher made use of the case method and discuss the differences and similarities they noticed. They discuss several of the different instructor styles they viewed such as the facilitator instructor, the coach instructor, the quarterback instructor and the demonstrator instructor. ","","& BUSINESS CASE COLLEGE COMMUNICATION INDUSTRIAL MANAGEMENT, METHODOLOGY, QUALITATIVE RESEARCH, STUDY TEACHERS, TEACHING education education, in management, method, methods, research, studies, teachers, teaching, ","",""
7,"","giraldo2003dad","Giraldo, Victor; Carvalho, Luiz Mariano & Tall, David","Descriptions and definitions in the teaching of elementary calculus","Proceedings of the 27 thAnnual Conference of the International Group for the Psychology of Mathematics Education",,,"","445-452",2003,"","","http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot2003d-giraldo-carv-pme.pdf","","","","","","","","","","","","","In this paper, we discuss the (potentially positive) pedagogical role of intrinsic limitations of computational descriptions for mathematical concepts, with special focus on the concept of derivative. Our claim is that, in a suitable approach, those limitations can act for the enrichment of learners’ concept images. We report a case study with a first year undergraduate student and place this in a broader empirical and theoretical context.","","AMT calculus learning limit mathematics mythesis teaching ","",""
7,"","kidron2004paf","Kidron, Ivy","Polynomial Approximation of Functions: Historical Perspective and New Tools","International Journal of Computers for Mathematical Learning",8,3,"","299--331",2004,"","","","","","","","","Springer","","","","","","","","","approximation functions learning limit mathematics polynomial teaching ","",""
7,"","kidron2001tes","Kidron, I.","Teaching Euler’s algebraic methods in a Calculus laboratory","Proceedings of the 12th ICMI Conference",2,,"","368--376",2001,"","","","","","","","","","","","","","","","","","Euler algebra calculus learning limit mathematica teaching ","",""
7,"","kidron2002rat","Kidron, Ivy & Zehavi, Nurit","The Role of Animation in Teaching the Limit Concept","International Journal of Computer Algebra in Mathematics Education",9,3,"","205-27",2002,"","","","","","","","","","","","","","","","Investigates how animation is used to improve students' comprehension of the limit concept in an experimental course in which the main topics are approximation and interpolation by Taylor polynomials. Uses Mathematica software to generate the dynamic graphics, visualize the process of convergence, and give meaning to the definitions. Analyzes students' achievements and pitfalls in learning the limit concept.","","animation convergence learning limit mathematics mythesis teaching ","",""
10,"","Panke2006","Panke, Stefanie & Oestermeier, Uwe","Weblogs in der Lehre – Drei Fallbeispiele","",,,"","",2006,"","","http://www.e-teaching.org/didaktik/gestaltung/kommunikation/weblog/weblogs_25.07.06cr.pdf","","","","","","","","","","","","","","","academia academia2.0 academic blogs casestudy elearning teaching ","",""
7,"","assessment","Pryor, H. Terrence & J.","Investigating formative assessment: teaching, learning and assessment in the classroom","Philadelfia, PA: Open University Press",,,"","",1998,"","","","","","","","","","","","","","","","","","assessment classroom e-learning formative investigating teaching ","",""
1,"","Rog83","Rogers, Carl R.","Freedom To Learn for the 80's","",,,"","",1983,"Columbus, Ohio","","","","","","","","Charles E. Merrill Publishing Company","","","","","","","","","humanistic_method liberty teaching ","",""