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


Enhancing self-knowledge, self-regulation and collaborative learning skills with IQ Form system

.Level (age of students)
First year students of HE

Education, interdisciplinary

.Category of the tool

IQ Form self-evaluation and tutoring tool

.Language of the tool or resource
English, Finnish, Swedish

.Purpose of use
To encourage HE students to self-assess their learning strategies (self-evaluation questionnaires) and to develop their learning strategies utilising system's tutorial sets. The aim was also to encourage students for self-reflection by using the IQ Form system's online learning diary.

.Way of use (as individual or group activity; tasks; etc.)
During the course of "Introduction to HE studies", students were asked to fill in individually the self-evaluation questionnaires and get familiar with the corresponding tutoring texts. Next, they discussed their self-evaluation profiles online or in F2F setting in small groups, which were created on the bases of IQ Form self-evaluation results. Based on the discussions and reflection, students made a plan to develop the strategy they felt was the weakest, e.g. time management plan, study schedule, how to develop critical thinking etc.

.Learn2Learn competencies
Motivation and confidence

.Advantages of such a use for Transition. Innovative use
Students' views: Using the system gave information on many learning strategies and I learned what kind of learner I am. Now I know that there are very many things that affect my learning and I can develop those. Teachers view: The system is more useful for learners, if the teacher gives assignments related to the use, not just gives the link and guides the students to fill in the self-assessment questionnaires. Some students used the tutoring sites' information to carry out their development plan during another study course. In discussion groups, students mentioned it was the most important part of the topic to be able to discuss with others about their difficulties, how the others offered some tips to cope better and encouraged. The tool's use may begin already in SE and continue in HE.

.Disadvantages of such a use
Teachers view: Some students can't see the value of self-assessment and they try to answer to the self-report questions how they think the teacher wants or what is "right". It is important not to compare the IQ Form results between students, but to self-reflect how the students themselves could develop their weaknesses.