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

Digital Media - Video based lecture (project management)

General information
.Level (age of students) University students in the first year
.Discipline / subject / course All / General Studies / Interdisciplinary
.Number of participants 100+
.Category of the tool Digital Media, Online Resource
.Tool / resource Video for learning
.Country Germany
.Language of the tool or resource German
.Time plan start date 25-03-2013
.Time plan finish date 30-09-2013
.Did you use an example scenario from the initial phase of the eLene2learn project as an inspiration? Yes
.If you have used an example scenario from the initial phase of the eLene2learn project as an inspiration please identify the name of the scenario Video for learning
Specific information about given case
.Aim To support students in self-organized learning to gain key skills (project management, intercultural skills) and allow pupils an insight in higher education to support transition.
Lectures that fulfil the criteria for general studies and targeting a huge number of students are recorded as video in a film studio and provided online with free access. Students can run the online course and get 3 ECTS.
.Objectives • To develop key skills
• To support huge number of learners
• To support individual learning rate
• To support self-organized learning
• To support transition (school – university)
.Learning to learning (L2L) competences to be achieved • Self-regulation
• Self-management
• Collaboration
• Motivation and confidence
.Proposed activities • Watching videos anytime and anywhere
• Register and communicate within the university learning platform
• Register for electronic exam in the testcenter when finished watching the videos
.Pedagogical approach taken • The course videos have clear didactical structure and are provided on the video platform of the university. The course has 12 modules. Each module consists of 3 videos with max. 30min. Each video contains learning goals at the beginning and exercises & notes about further materials at the end.
• Students are informed with flyer, poster and within the learning university learning platform about the possibility to run the video based online course.
• Students register in the university learning platform to get organisational support for the online course (like how to get video access, supported documents, electronic exams). They are informed about these possibilities in the university video platform.
• Students watch the videos when ever they like and communicate in the learning platform with other students or the course tutor.
• Whenever they finished watching the videos they can register for an electronic exam which is provided in the university testcenter two times in month. It is not fixed to the end of semester like classical exams and allows the students to decide when they like to do their exam.
.Methods of evaluation Online questionnaire at the end of semester
.Ethical statement The activities run based on the ethical guidelines of the University of Bremen:

http://www.ethikkommission.uni-bremen.de

Participants are informed
• about the use of the collected data for the improvement and development of their course and for the elene2learn Life Long Learning Project,
• that data collected will be anonymised and that they can choose not to have their data used in the elene2learn Life Long Learning Project and
• that the results of the evaluation will be shared with them.
Evaluation of the outcomes and impact for learners (summaries of feedback)
(with particular attention paid to the initial aims and objectives of the implementation plan and the key competencies developed)
.Summary of student feedback - Usage (max 200 words) • 105 Students registered in the university learning platform
• 62 Students registered in the university testcenter for electronic exam
• 68 Students filled in the online questionnaire
.Summary of student feedback - Benefits (max 200 words) • Learning anytime and anywhere is the biggest benefit for students
• Supports time management
• Support self-organized learning
• Support individual learning rates
.Summary of student feedback - Development of competencies (max 200 words) • Self-regulation
• Self-management
• Collaboration
• Motivation and confidence
.Summary of student feedback - Supporting transition (max 200 words) The free online access of the lectures allows pupils an insight in higher education.
.Summary of student feedback - Challenges or barriers (max 200 words) • The challenge is how to hold the motivation of students on high level when watching videos.
• The lack of possibilities to ask questions is a barrier.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) • Give more information about the electronic exams, e.g. by providing a test exam.
• Provide other type of assessment than electronic exams, e.g. ePortfolio
.Summary of tutor observation - Usage (max 200 words) Online tutors give organisational support within the learning platform
.Summary of tutor observation - Benefits (max 200 words) Students feel satisfied when getting online support for organisational issues (e.g. dates and process of monthly electronic exams)
.Summary of tutor observation - Development of competencies (max 200 words) • Self-regulation
• Self-management
• Collaboration
• Motivation and confidence
.Summary of tutor feedback - Supporting transition (max 200 words) The free online access of the lectures allows pupils an insight in higher education.
.Summary of tutor observation - Challenges or barriers (max 200 words) • The teachers are not directly involved when the lecture is provided online. Tutors gives organisational support only. Therefor it's a barrier but also a challenge how to organize questions concerning the content.
• Sometimes technical problems raises barriers
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) Development of the online lectures, the online support in organisational issues within the learning platform and the monthly electronic exams worked well.
.What would be done differently? (max 250 words) Provide more information for Students how to use the learning materials and provide a test exam to give a better preparation for the electronic exams. The length of each single video (30min) seems still to be long. Integration of interactive elements within the videos, e.g. votings is a good improvement and will be tested in future developments.
.Recommendations for other practitioners who may consider using this approach (max 250 words) • The production of high quality videos for learning is cost intensive and therefor the lectures should address a huge number of students and for all faculties (General Studies).
• Organisational support within the learning platform is enough in most cases.
• Ensure reliable technical infrastructure to avoid angry students because of technical problems.
• Running monthly electronic exams that gives students immediate feedback about the result is recommended.
.Permission statement link LINK
.Video