Advances in E-learning-Experiences and Methodologies

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Integrating Technology and Research in Mathematics Education Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57. Vergnaud, G. (1996). The theory of conceptual fields. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin & B. Greer (Eds.), Theories of mathematical learning. Mahwah: Lawrence Erlbaum Associates. Vinner, S. (1997). The pseudo-conceptual and the pseudo-analytical thought processes in mathematics learning. Educational Studies in Mathematics, 34, 97-125. Vygotskij, L. S. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotskij, L. S. (1986). Thought and language. Cambridge, MA: The MIT Press. Zan, R. (2000). A metacognitive intervention in mathematics at university level. International Journal of Mathematical Education in Science and Technology, 31, 1. representations and Language Gombert, J. é. (1992). Metalinguistic development. Chicago: The University of Chicago Press. (Original work published 1990). Halliday, M. A. K. (1985). An introduction to functional grammar. London: Arnold. metacognition and noncognitive Factors Morgan, C. (1998). Writing mathematically. The discourse of investigation. London: Falmer Press. Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. London: Routledge, Kegan and Paul. Information and communication technology and e-Learning Anderson, T., & Elloumi, F. (Eds). (2004). Theory and practice of online learning. Athabasca University, ISBN: 0-919737-59-5. Retrieved October 21, 2007, from http://cde.athabascau. ca/online_book/ Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers and Education, 43(1-2), 17-33. Conole, G., & Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 08. Jonassen, D. H., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist persepective. Upper Saddle River, NJ: Merril/Prentice Hall. Keller, F., & Schauer, H. (2005). Personalization of online assessments on the basis of a taxonomy matrix. In Proceedings of the 8 th IFIP World Conference on Computers in Education, WCCE, Cape Town. Retrieved October 21, 2007, from http://www.ifi.unizh.ch/ee/products/publications/ paper/WCCE05_Franziska_Keller.pdf Khalifa, M., & Lam, R. (2002). Web-based learning: Effects on learning process and outcome. IEEE Transaction on Education, 45(4), 350-3356. Koper, R., & Tattersall, C. (Eds.). (2005). Learning design: A handbook on modelling and delivering networked education and training, Springer Verlag. Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), 24-33.
Integrating Technology and Research in Mathematics Education Nichols, M. (2003). A theory for e-learning. Educational Technology & Society, 6(2), 1-10. Retrieved October 21, 2007, from http://ifets.ieee. org/periodical/6-2/1.html (ISSN 1436-4522) Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings. Learning cultures and computers. Kluwer Academic Publishers. Tall, D., & Thomas, M. (1991). Encouraging versatile thinking in algebra using the computer. Educational Studies in Mathematics, 22, 125-147. Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects: Online version. Retrieved October 21, 2007, from http:// reusability.org/read/chapters/wiley.doc
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Advances in E-Learning: Experiences
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Table of Contents Preface .........
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Chapter XIV Open Source LMS Customi
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Chapter III Philosophical and Epist
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of constructive and cooperative met
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Chapter XIV Open Source LMS Customi
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contents, learning contexts, proces
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xv these organizations do not get a
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xvii QuALIty In e-LeArnIng Before t
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allow that the teachers in training
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xxi ISO. (1986). Quality-Vocabulary
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Chapter I RAPAD: A Reflective and P
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RAPAD in fields such as law, engine
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RAPAD mystery to the new student. B
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RAPAD example, whereas Laurillard h
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RAPAD Ontologically, systems philos
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RAPAD information related processes
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RAPAD methods and techniques accord
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RAPAD 2. An introduction to learnin
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RAPAD then asked to reflect on and
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RAPAD Figure 4. A rich picture to h
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RAPAD Again using techniques from t
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RAPAD university preparation course
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RAPAD The third interface is at the
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RAPAD Knight, P.T., & Trowler, P. (
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RAPAD AddItIonAL reAdIngs Goodyear,
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A Heideggerian View on E-Learning t
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A Heideggerian View on E-Learning (
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A Heideggerian View on E-Learning s
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A Heideggerian View on E-Learning r
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A Heideggerian View on E-Learning o
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A Heideggerian View on E-Learning n
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A Heideggerian View on E-Learning M
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A Heideggerian View on E-Learning W
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Philisophical and Epistemological B
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Chapter IV E-Mentoring: An Extended
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E-Mentoring However, what is unders
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E-Mentoring baugh, & Williams, 2004
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E-Mentoring Table 2. Contact. Diffe
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E-Mentoring Table 10. Ethical impli
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E-Mentoring Table 15. Technology st
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E-Mentoring Table 21. Coaching. Bes
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E-Mentoring Table 27. Moment. Best
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E-Mentoring Moreover, existing rese
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E-Mentoring Kasprisin, C. A., Singl
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E-Mentoring Ensher, E. A., Heun, C.
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Chapter V Training Teachers for E-L
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Training Teachers for E-Learning FL
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Training Teachers for E-Learning ne
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Training Teachers for E-Learning A
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Training Teachers for E-Learning yo
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Training Teachers for E-Learning Di
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Training Teachers for E-Learning ht
Page 120 and 121: The Role of Institutional Factors i
Page 136 and 137: E-Learning Value and Student Experi
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Page 198 and 199: Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Chapter XI Swarm-Based Techniques i
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Swarm-Based Techniques in E-Learnin
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Chapter XII E-Learning 2.0: The Lea
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E-Learning 2.0 Table 1. Different s
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E-Learning 2.0 Figure 1. Difference
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E-Learning 2.0 where the blog is al
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E-Learning 2.0 process. Along this
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E-Learning 2.0 forth, and, of cours
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E-Learning 2.0 Finally, it is impor
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E-Learning 2.0 never be a hotchpotc
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E-Learning 2.0 McPherson, K. (2006)
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E-Learning 2.0 Rosen, A. (2006). Te
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Telematic Environments and Competit
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Open Source LMS Customization Intro
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Open Source LMS Customization or ev
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Open Source LMS Customization compa
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Open Source LMS Customization Figur
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Open Source LMS Customization Haina
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Evaluation and Effective Learning p
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Evaluation and Effective Learning r
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Evaluation and Effective Learning t
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Evaluation and Effective Learning p
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Evaluation and Effective Learning m
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Evaluation and Effective Learning c
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Evaluation and Effective Learning H
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Chapter XVI Formative Online Assess
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Formative Online Assessment in E-Le
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0 Chapter XVII Designing an Online
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Designing an Online Assessment in E
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Quality Assessment of E-Facilitator
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Chapter XIX E-QUAL: A Proposal to M
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E-QUAL is proposed to evaluate the
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E-QUAL provide competent, service-o
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E-QUAL 2004; Scalan, 2003) and qual
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E-QUAL benchmarks address technolog
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E-QUAL E-learning added two differe
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E-QUAL Table 6. Application of the
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E-QUAL Future trends The future of
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E-QUAL (EQO) co-located to the 4 th
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E-QUAL SMEs: An analysis of e-learn
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E-QUAL Meyer, K. A. (2002). Quality
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Compilation of References Argyris,
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Compilation of References Biggs, J.
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Compilation of References Cabero, J
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Compilation of References Comezaña
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Compilation of References Downes, S
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Compilation of References Fandos, M
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Compilation of References national
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Compilation of References Hudson, B
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Compilation of References Harbour.
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Compilation of References Little, J
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Compilation of References Metros, S
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Compilation of References ONeill, K
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Compilation of References Preece, J
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Compilation of References Sadler, D
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Compilation of References Shin, N.,
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Compilation of References tional Co
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Compilation of References Vermetten
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Compilation of References Yu, F. Y.
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About the Contributors Juan Pablo d
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About the Contributors part: “An
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About the Contributors María D. R-
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About the Contributors Applications
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Index e-learning tools, automated p
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Socrates 55 Sophists 55 student-foc
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