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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.

You can browse the case studies here by Benefits and Tags. The two different type of report can be easily filtered using corresponding tags.

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by eLene2learn Network, these contents are licensed unser Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License       

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Google document as a collaborative learning tool for anonymous learners

.Level (age of students)
Second year of SE (students 17-18 year old)

Biology/Human biology/ digestion (advanced course)

.Category of the tool

Google document

.Language of the tool or resource
English, Finnish

.Purpose of use
To use Google spreadsheet in anonymous group work and to increase commitment and collaboration when working together. Students wrote their answers anonymously to teacher's questions about the topic (digestion) in Google document spreadsheet in a computer class. The aim of the task was to support commitment of all students, as they could not rely on friends taking responsibility of the task because they did not know, who were members in their group. At the end of the learning task the members of the group had to decide together when they were pleased with the quality of their answers. The aim was also that students could use the document afterwards when preparing to the exam.

.Way of use (as individual or group activity; tasks; etc.)
Each student in groups was responsible to answer to as many questions within the time limit. Students could and did collaborate when finding answers to difficult questions: they asked (by writing in to the document) some specifying questions and others answered or mentioned a source where to find needed information. The activity can be used within different time frames, starting from 10 minutes and depending on the number and difficulty of the questions. After the writing task the whole study group with the teacher may give feedback and evaluate the answers.

.Learn2Learn competencies
Thinking, problem solving and decision making
Communication (reading and writing)

.Advantages of such a use for Transition. Innovative use
Teacher's view: All students have a responsibility of learning (own + group members). Anonymity in group work reduces extra pressures. Self-evaluation and self-assessment is important: students have to know when they know enough. Students' view: 30 out of 33 students found the task interesting or neutral and useful for their learning. Possibility to see others' opinions and learning to know different points of view was good. It was encouraging to see other's progress. A good way to work as a group, everyone can see all the time the current status of the group assignment. This approach is possible to be used both in computer class synchronously, but also asynchronously as a homework. Some pupils have used google docs preparing for the exam together synchronously using their own computers at home. Working in SE like this gives an opportunity to work autonomously and in a responsible way with different kinds of people, which is needed in HE and working life.

.Disadvantages of such a use
Teacher's view: Google Docs -links have to be shared directly by email. (It is difficult to write long URL-address correctly > use bitly.com to shorten the URL). No other major disadvantages, working anonymous can be difficult to some students. Students' view: three students did not like the idea of working anonymously. One student had copied the answers from the text book and thus did not feel he had learned well. Some students experienced feeling of hurry in writing the same document: If someone had "taken the cell" by clicking the mouse and the question from the form, you had to take quickly another cell and answer to another question or wait for your own turn to complete the answer.

Students' answers: http://bit.ly/Ha08Uc Students' feedback on method: http://bit.ly/GQnXzm (both in Finnish)