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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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English as a foreign language for Speech Therapy and Audiology students

General information
.Level (age of students) HE, 1st year of MA studies
.Discipline / subject / course English as a foreign language/Speech therapy, audiology
.Number of participants 1 teacher and 56 students
.Category of the tool Social networking sites
.Tool / resource Edmodo, Glogster, Vocaroo, Google Documents, Jing, YouTube, Blogger,etc.
.Country Poland
.Language of the tool or resource English
.Time plan start date 01-03-2013
.Time plan finish date 30-04-2013
.Did you use an example scenario from the initial phase of the eLene2learn project as an inspiration? No
Specific information about given case
.Aim Learn to work as a team of professionals to solve a specific medical problem with the use of digital resources and tools in English.
.Objectives • to increase a range of specific vocabulary connected with the studied area
• to develop digital media skills
• to try to become a digital citizen
• to share knowledge, information and ideas electronically
.Learning to learning (L2L) competences to be achieved • self-management
• thinking, problem-solving and decision making
• being creative
• communication (reading and writing)
• collaboration
• motivation and confidence
.Proposed activities Both individual and group studying the resources to increase understanding of texts written in English. Writing summaries and plans to practise writing skills. Watching video and listening to audio resources to practise listening comprehension. Recording audio or video files to practise speaking. Communicating via Edmodo, sharing materials on-line, creating digital posters to practise digital and collaborative skills. Running a project calendar and management log to learn how to manage the time and how to collaborate virtually.

Activity: On-line Stage

A
Students watch You Tube video clips: "Children of a Lesser God", "Rain Man" on the internet at home and prepare for the class discussion on communicative disorders.
Links to the clips available on blog Lektorat and Edmodo
B
Activity: Students read an article from the internet "How are communication skills important?" at home and prepare for the class discussion on the importance of good communication skills.
Discussion questions available on Edmodo.

Activity: In-class Stage
I
Discussion on contemporary means of communication and communication breakdown on the basis of a song ("Communication" by Janet Jackson )
II
Discussion on the importance of communication skills - An article from the internet "How are communication skills important?"
III
Discussion on communicative disorders (video clips Children of a Lesser God, Rain Man, watched by students at home)
Activity: Students are given detailed instructions and requirements concerning the following on-line stage of the project (creating a digital poster) and are aquainted with netiquette and proper use use of digital media

Activity: On-line Stage
(Edmodo, Glogster)
Students collaborate in virtual groups of 3 or 4 to create digital posters on Communicative Disorders (the problems connected with their field of studies) from 4 to 5 weeks.

Activity: On-line and in-class
Project assessment and evaluation
.Pedagogical approach taken A driving question is formed to make students see the needs to gain knowledge, understand concepts ,etc. Teacher begins with an entry event that generates curiosity. Most of the activities are designed, initiated, facilitated, monitored and supported by the teacher (on-line and in-class) but they can also be initiated and supported by the peer students(on-line and in-class).
.Methods of evaluation students feedback, assessment of final product, self-evaluation, discussion, PBL checklist, collaboration rubric, teamwork rubric
.Ethical statement Students are acquainted with netiquette, the idea of digital citizenship, creative commons and plagiarism. Discussion on the basis of coursebook material and internet resources. Students attach bibliography/netography and reference links to their products.
.Case study link LINK
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) All students liked the project, the tools used worked well , howerever, they had some problems with loading Glogster. Students found Edmodo very convenient to communicate or exchange materials.
.Summary of student feedback - Benefits (max 200 words) Students practised and learned a lot of specific vocabulary connected with the studied area, learned how to use online tools e.g. Glogster, Vocaroo, OpenOffice, Google Docs etc. They learned how to create digital materials like video and audio recordings, written documents or photos.
.Summary of student feedback - Development of competencies (max 200 words) Students learned how to manage their study time, how to solve problems, collaborate virtually. They managed to handle ostacles, they did a lot of reading and listening and, on top of that, creative thinking .
.Summary of student feedback - Supporting transition (max 200 words) The digital tools and materials have been provided by the teacher, especially: Edmodo, calendar and management templates, digital tutorials, student - teacher communication on-line helped to organize study time and work, learn to assess and prepare materials, share not only materials but also knowlege and ideas, gain motivation and confidence.
.Summary of student feedback - Challenges or barriers (max 200 words) Technical problems with some tools, collaboration, meeting the dates, writing in English.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) Students did not have many suggestions. Some students suggested replacing Glogster with some other tool but they didn't name any.
.Summary of tutor observation - Usage (max 200 words) The chosen tools, activites and approaches worked well. the use of Edmodo as a means of communication and sharing was a great success. Glogster turned out to be a good means of collaboration despite the problems students had with loading it or , in some cases, with signing up. Students practised both English and professional skills with the use of digital tools.
.Summary of tutor observation - Benefits (max 200 words) Students learned to work as a team and create their own solutions to specific medical problems with communication. They collaborated and communicated a lot. They shared knowledge, information and ideas electronically and improved their language and computer skills in addition they increased a range of specific vocabulary connected with the studied area.
.Summary of tutor observation - Development of competencies (max 200 words) Students learned how to collaborate well. They did a lot of reading to prepare their own materials, like video or audio recordings. They showed their creativity, ability to make decisions and solve poblems. They learned how to organize their time, assess the materials and manage group work to meet project time frame and requirements.
.Summary of tutor feedback - Supporting transition (max 200 words) Digital tools and materials, especially Edmodo, calendar and management templates, digital tutorials, teacher - student on-line and in class communication helped students to organize their study time and work, learn how to assess and prepare their own materials, share not only materials but also knowlege and ideas. They gained motivation and confidence.
.Summary of tutor observation - Challenges or barriers (max 200 words) To make students avoid plagiarism, to encourage them to collaborate well(natural leaders didn't listen to other students' suggestions and wanted to do everything in the project) and manage their time properly ( In some cases they didn't meet the dates. Support the least motivated group more (one group didn't finish the project)
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) I would use computer lab in the initial stage of the project in case students don't read or watch the resources needed for the introductory discussion on communication.
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) Communication via Edmodo, students own recordings - lots of creativity shown plus students had fun. Glogster as a tool of collaboration, each member of a small group could edit the poster.
.What would be done differently? (max 250 words) I would use computer lab in the initial stage of the project in case students don't read or watch the resources needed for the introductory discussion on communication. I would use computer lab during mid project supprot stages. I would check small group project calendars after each week of the project time frame not at the end.
.Recommendations for other practitioners who may consider using this approach (max 250 words) Motivate students all the time, check their computer and Internet skills, use a computer lab to solve most frequent problems with digital tools. Be anthusiastic and supportive:-)
.Permission statement link LINK