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

Google doc in inquiry based learning

General information
.Level (age of students) 16-18
.Discipline / subject / course Geography course 2
.Number of participants 26
.Category of the tool Finnish, English, any
.Tool / resource Google document / learning platform Fronter, shared document
.Country Finland
.Language of the tool or resource Any
.Time plan start date 20-1-2013
.Time plan finish date 6-2-2013
.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 Inquiry based learning with Google docs and Facebook
.Scenario link LINK
Specific information about given case
.Aim To encourage and help pupils getting familiar with a large study material "Development geography"

See videos related to this case:
Teacher's view
Students' view
.Objectives To encourage pupils to persevere working on the large study material and finding information in different medias.
To develop critical thinking skills and the ability to divide essential information from unessential information.
.Learning to learning (L2L) competences to be achieved • self-assessment
• thinking, problem-solving and decision making
• critical thinking
• collaboration
• learning to give and have peer feedback
.Proposed activities The topics on Development geography were shortly introduced to pupils and they proceed getting familiar with the topic using inquiry learning method in small groups or alone. Each group selected a viewpoint that interested them and looked for information using several medias e.g. internet.
Process writing method was used in the groups to produce the learning output. As an output pupils have a text with pictures and other media elements observing the topic from a viewpoint their small group selected. This output could later be enriched with the material brought out by the teacher or other pupils. Even though the learning process was the most important for pupils' development, the output can be used when preparing/revising for exams. Peer feedback was used during the learning process to improve the output and deepen the viewpoint.
.Pedagogical approach taken The teacher introduced the activity during the first meeting and was available for possible questions during the process. Before the final version of structured presentations the teacher commented and gave feed-back for each group / individual pupil for their work writing on their Google document. At the end of the assignment students presented their multimedia products to the whole class.
.Methods of evaluation The geography 2 course of the same content is organised for two study groups. One course is organised traditionally (control groups) and the other course (test groups) using inquiry based learning and process writing with a Google document. The feedback on the method in both the groups is compared. 18 pupils filled in the web questionnaire after the course (test group). Also, the marks on final exam were compared.
.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) 90 % of the pupils (N= 18) reported that looking for information in internet enhanced their learning a lot or somehow. Also 78 % of the respondents reported that the feedback given by the teacher during the class in general was very useful or somehow useful for their learning. On the contrast, written feedback given by teacher on pupils' individual texts was found slightly less useful.
Working in pairs or in a small group was found very useful or somehow useful for learning by 55 % of pupils, 17 % of the respondents could not say if collaboration was useful for their learning. Reading the text book was found useful for learning by 67 % of pupils. In addition one pupil mentioned that it was useful for learning that in this assignment it was possible to study in one's own pace.
.Summary of student feedback - Benefits (max 200 words) Interviewed pupils thought they learned better than in a "normal class", because they had to deepen in the issue, be careful and also the assignment made them look at the issue more widely. In addition they had developed in self-assessment using the tips of the teacher. Especially they had learned to see their own text critically. They also saw as a benefit the developed knowledge, where to find information and this increased their independency. The assignment was done at school, but the interviewed pupils would have liked to continue on their own time.
.Summary of student feedback - Development of competencies (max 200 words) 80 % of pupils who answered the feedback questionnaire felt that their thinking, problem-solving and decision making competences developed a lot or somehow during the course, and one pupil reported no development on these competences.
55 % of pupils reported much or somewhat development on competences collaboration and communication. About 25 % of pupils a little development, and 15 % no development on these competences.
Much or somewhat development on self-assessment were reported by 67 % of pupils. Self-regulation had developed the most, 22 % of pupils reported much development, 44 % somewhat, and 28 % reported a little development.
In addition, pupils reported much or somewhat development on learning motivation and confidence (66 %) and commitment to working (78 %).
.Summary of student feedback - Supporting transition (max 200 words) The interviewed pupils thought it was good for their development that the assignment allowed freedom to design and execute the assignment as each pair wanted. This encouraged to independent working and responsibility. Also the fact that the assignment was rather wide was seen as supporting the skills needed in studies after SE.
.Summary of student feedback - Challenges or barriers (max 200 words) Most of the responded pupils did not mention meeting with barriers during the assignment. But some of the pupils mentioned it was not easy to be sure if all the used information sources found on internet were reliable. This was one aim of the assignment, to increase pupils' knowledge of source criticism.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) Almost all respondents reported they had learned well in the course and did not mention any improvements. One hoped that the teacher would offer more information on reliable sites. Interviewed students hoped, there had been more time for the assignment.
.Summary of tutor observation - Usage (max 200 words) Pupils could choose the topic that was interesting for them in the frame of developing countries. The task let them concentrate a longer time to the issue and go deeper in the theme. Using google document to collect and organise the information offered possibilities to continue working anywhere where the net was in use. Also teacher could see and comment the documents easily.
.Summary of tutor observation - Benefits (max 200 words) Test group's pupils' results in final exam's essay were better: in the best essays the texts were on higher level than usually, mastery of large whole was definite and the essays were more mature in the study group than in the control group. All pupils mastered the wholes better than before the course. Also the assignment provided enthusiasm as the frame of the assignment was not too strict. The pupils could proceed based on their own interests.
.Summary of tutor observation - Development of competencies (max 200 words) - motivation and confidence
- being creative
- self-regulation (the students had to regulate the time and effort by themselves and self-evaluate when the text was "ready")
- for those who worked in small teams: collaboration (some wanted to work alone)
.Summary of tutor feedback - Supporting transition (max 200 words) Within the assignment metacognitive skills developed. Also, skills of information retrieval, knowledge creation, and multimedia presentation developed. Learning to be critical in information retrieval was one important skill to develop here. Pupils easily would rely only on Wikipedia.
.Summary of tutor observation - Challenges or barriers (max 200 words) Some technical problems with school computers. Some students lacked technical ICT skills, like using Google Doc or MS Word. The learning method was laborious for some pupils as self-regulation is needed. It was found important to encourage some pupils when their motivation waned.
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) All pupils could work in small teams and not alone to learn more and to learn how to give and receive peer feed-back effectively.
The multimedia presentations (output of the course) of the groups and individual pupils could be put together so that all the participants could later use it when studying for the course exam or the matriculation exam at the end of SE studies.
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) The selected ICT tools were suitable for the case and the independent learning setting based on inquiry learning was found useful for pupils' learning and development of competences.
.What would be done differently? (max 250 words) The presentations made by the pupils in the course should be collected in one place where access would remain after the SE education ends.
.Recommendations for other practitioners who may consider using this approach (max 250 words) If the use of inquiry based learning or the use of Google Documents is new for the students the beginning phase may be challenging for them. In this kind of situation beginning phase also takes longer time than if the students are familiar with the inquiry based learning and Google Documents.
.Video