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
Diversifying language teaching with ICT
To increase knowledge of German vocabulary.
Socrative was used for testing pupils' learning and for studying collaboratively traditional translation of sentences.
ePortfio's Kyvyt.fi blog was used for creative writing individually, collaboratively, and for commenting other pupil's texts.
Pupils used the laptops in the classroom individually, in pairs or in small groups, according to the tasks. Each pupil had a laptop to work individually (Quizlet, ePortfolio) and when the tasks demanded collaboration they could work synchronously (Socrative, ePortfolio).
Participants were fully informed about the elene2learn project and the use of the data for the project.
Participants were fully informed that data collected through the questionnaires and exam results will be used to inform the project and will be anonymised.
Participants were fully informed that the results of the evaluation will be shared with them.
(with particular attention paid to the initial aims and objectives of the implementation plan and the key competencies developed)
When using Google document we could see each others' writing, we could give suggestions to correction and ask corrections from others.
"The quizlet provided the right answers after trying and answering wrongly. In other kinds of assignments I am sometimes too lazy to check the right answers somewhere else if I fail."
"It was motivating, in quizlet I learned new vocabulary quickly, and the most important words were selected to the game."
"The quizlet we used individually, but it could had been used in collaboration as well to enhance collaboration and communication."
In addition, according to the web-questionnaire, 5 pupils' (out of eight) motivation and self-confidence had been developed.
Some thought when studying in web, social media could disturb the attention, but the student reported that e.g. Facebook did not disturb their concentration.
Process writing assignment was beneficial for pupils' collaboration and communication skills.
- ability to handle obstacles and change was developed as some technical problems were encountered. Pupils helped each other and the teacher.
- collaboration skills developed in the Google doc assignment
- motivation to learn the language was affected positively as the pupils liked the new methods of learning
It was found out that the computer class was not good for language learning if the computers were not actively used for assignment the whole study session as pupils could hide behind them and communication diminished.
It was found out that creative writing using a foreign language was surprisingly difficult for some pupils.
In addition, some technical problems occurred.
The computers could be used more, if e.g. laptops or iPads were available.
It is important to note the pupils' phase of learning the language. In the beginning or language studies simple and short assignments are good. In later phases when the language skills are better, more wide and complex assignments are possible, e.g. process writing.