Explore through tags Explore through tags


.Case studies .Case studies

During the first two years of the project the eLene2learn network collected more than 60 case studies, where teachers and students of Secondary and Higher Education provide practical tips and indications on their "first hand" learning experiences using ICT and digital media. This "collection" contains two different types of report:

  • The "How to guide" scenarios describe current practices, tools and methodologies used in the application of ICT to develop learning to learn competencies. The scenarios were collected through Focus Group with students and teachers; Download the printable version of the "How to guide"
  • The Case studies report, in detail the implementation of  practices, methodologies and tools used within real classroom settings. Recommendations and suggestions help you assess the benefit of replicating these practices, methodologies, etc. in your own context. These resources are highly valuable as they come from a direct evaluation by  students and teachers involved.  Some of these resources are (also) partly available in Italian, French, Greek, Finnish, Polish, Spanish and German. If the translations  are available, you can find the translations directly on the sub-pages of each case study. (The most recent Case Studies are listed first on the top); Download the printable version of the Implementation Report.

You can browse the case studies here by Benefits and Tags. The two different type of report can be easily filtered using corresponding tags.


For restoring your filters to the default (blank) settings, just click on the pink button "CLEAR".

 

by eLene2learn Network, these contents are licensed unser Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License       

Explore case studies Explore case studies

«Back

Blog as a tool for discussion the school’s reading

.Level (age of students)
SE (17-18 years)

.Discipline/subject
Polish language

.Category of the tool
$Category.getData()

.Tool/resources
not specified (ex. Blogger)

.Language of the tool or resource
Polish

.Purpose of use
Blog as a tool for discussion the school's reading – "The Doll" of Boleslaw Prus (pupils are able to recognize the narrative technique and change it for the blog; they develop empathy in themselves trying to enter the character's emotions).

.Way of use (as individual or group activity; tasks; etc.)
Blog is used for preparing descriptions of selected characters and the places where the novel's characters live. Additional task – transfer the fate of fictional characters into contemporary realities. Pupils are divided into 3 task groups: Group 1 – Blog of 1st main character Group 2 – Blog of 2nd main character Group 3 – Portfolio about Warsaw of the end of XIX century Duration: about 10 weeks. Pupils can start their blogs even before the school reading will be discuss in classroom and may continue afterwards (to be sure that each pupil had time to add something, comment and that the blog had time to be developed). Also teacher need time to read these blogs and to assess them. Teacher leaves students quite freedom to decide what and how to do, although they need to have in mind assessment criteria which are set up at the very beginning of the task.

.Learn2Learn competencies
Self-regulation
Ability to handle obstacles and change
Being creative
Communication (reading and writing)
Collaboration

.Advantages of such a use for Transition. Innovative use
Advantages for transitions: pupils need to know the school reading and present their own point of view in a logical and clear way – preparation for analysing, for giving independent opinion and for discussing during education on the next level (study). Innovative use of the tool: look at the literary character from a different point of view – a literary character is not just a fictional person but may become something real for the reader who must play his/her role (and find the point of view and a feeling of the character).

.Disadvantages of such a use
Comments and presented information may be schematic and trivial. Pupils may not read the book. You cannot check if a given pupil put information him/herself (so it may be difficult to assess). Teacher need to prepare evaluation criteria for taking part in such a task.

.Link