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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.

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Diversifying language teaching with ICT

General information
.Level (age of students) 16-18
.Discipline / subject / course German language, 2nd course
.Number of participants 9
.Category of the tool digital media, blog
.Tool / resource Google docs, Socrative.com, Quizlet, Kyvyt.fi ePortfolio's blog
.Country Finland
.Language of the tool or resource English, any
.Time plan start date 10-4-2013
.Time plan finish date 20-5-2013
.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 Google doc for process writing
Specific information about given case
.Aim To activate and encourage pupils to use their language skills in practice.
.Objectives To enhance pupils' skills in process writing and collaboration and to apply learned into everyday language use practices.
To increase knowledge of German vocabulary.
.Learning to learning (L2L) competences to be achieved Collaboration, communication (reading and writing)
.Proposed activities Quizlet was used for rehearsing vocabulary. The program enhances the use of sight and hearing and the possibility to use a game-like studying method.
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).
.Pedagogical approach taken Most of the programs were the first time in use in a learning situation in this class and thus the experimental learning method was used. In challenging situations were solved together with the pupils and the teacher.
.Methods of evaluation A web questionnaire to collect feedback from pupils was used, eight pupils out of nine answered. In addition, the teacher individually and because there were only nine pupils taking this course they were interviewed as a group.
.Ethical statement The parents of the participants of minor age (under 18 years) were informed. The ethical guidelines provided by the University of Helsinki were followed.
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.
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) Students found the diversified learning using ICT motivating and useful for their learning. They suggested that computers and web services / programs for learning could be used more often.
.Summary of student feedback - Benefits (max 200 words) Pupils thought they had learned the vocabulary better using the versatile methods and services. Writing and commenting on others' blog was useful for learning the grammar and developed the skill of creative writing. This way of learning provided change in everyday learning. The amount of new kinds of assignments and the length of time was suitable.
When using Google document we could see each others' writing, we could give suggestions to correction and ask corrections from others.
.Summary of student feedback - Development of competencies (max 200 words) Creativity, collaboration, communication
"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.
.Summary of student feedback - Supporting transition (max 200 words) If we had studied by ourselves, the skills useful for transition would have developed more.
.Summary of student feedback - Challenges or barriers (max 200 words) As we used several programs, it is not easy to remember their names or urls and for this reason we can not use the same programs later, e.g. when studying at home.
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.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) The use of the programs could be continued at home and for revision assignments. It would be more useful to finish the writing assignment (blog) at own time.
.Summary of tutor observation - Usage (max 200 words) Quizlet and Socrative.com were used for vocabulary learning and testing. ePortfolio's blog was used for writing a short text and other pupils commented on it. Google document was aimed at to be used for process writing.
.Summary of tutor observation - Benefits (max 200 words) The language was used in versatile ways. Pupils learned the vocabulary in several situations and different learning technics were used to study grammar etc. The diversity was motivating for pupils and for teacher, who also thought that multiple ways of learning would benefit pupils with different kinds of learning styles. Quizlet and Socrative.com seemed beneficial for learning vocabulary.
Process writing assignment was beneficial for pupils' collaboration and communication skills.
.Summary of tutor observation - Development of competencies (max 200 words) - communication (reading and writing)
- 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
.Summary of tutor feedback - Supporting transition (max 200 words) Technical ICT skills differed from pupil to to pupil and developed during the course. The tools will be in use the future in SE and maybe also in HE > it is easier for pupils to concentrate on learning through them when the technical use is familiar. The use of diverse learning methods in the course enhanced openness to change.
.Summary of tutor observation - Challenges or barriers (max 200 words) The group was small (9 pupils) and when some were absent not all assignments were carried out as planned, e.g. process writing with Google doc.
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.
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) The course could be planned as a more coherent continuum and use the tools with assignments where they suit he best. This can be done according to the collected feedback and final test where can be seen what the pupils had learned.
The computers could be used more, if e.g. laptops or iPads were available.
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) In general, the case was successful from teacher's and pupils' point of view. The tools / programs were motivating and students felt they had learned better. Teachers could be more open to try new tools and programs and not be afraid of technical or other problems. Like in this case, many times pupils are skilled to solve the possible technical problems with the teacher.
.What would be done differently? (max 250 words) Which tools / programs suit best to different learning situations and different pupil groups can only be learned by trying them out. Sometimes pupils see as useful assignments that the teacher may not consider as the most useful. it is good to use several programs / tools to enhance learning of different kind of learners.
.Recommendations for other practitioners who may consider using this approach (max 250 words) It is recommended to try out different ICT tools to find out which of them are good for one's teaching. The way how ICT tools are used should be in line with the way the teacher is teaching in general.
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.