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
ICT in collaborative learning
See videos related to this case:
ICT in collaborative learning, teacher interview part 1: expectations and skills
ICT in collaborative learning, teacher interview part 2: challenges and benefits
ICT in collaborative learning, teacher interview part 3: the Future
To develop critical thinking skills and the ability to divide essential information from unessential information.
To develop skills to piece together large unities of study material and to make a short presentation of it.
• ability to handle obstacles and change
• critical thinking
• being creative
• communication (reading and writing)
In Biology4 course Google document is used to help the students to perceive large wholes of learning material (Human biology) and to prepare presentations within the topic.
The reason for using Google doc instead of word documents is to encourage students to collaboration and showing a way to organise notes easily to be used later for example when reading for the course exam or matriculation exam.
The teacher will introduce the pupils how to use the very-easy-to-use Google document. When the document is already created by the teacher, students do not need Google accounts.
Teacher and 3 pupils were interviewed.
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.
(with particular attention paid to the initial aims and objectives of the implementation plan and the key competencies developed)
2. Popplet mindmap tool was used for studying the functions of liver.
3. Google doc was used anonymously and collaboratively in class in the assignment the teacher had prepared before. We answered to certain questions collaboratively.
4. In addition, those students who wanted could give a short presentation (teach the class) on one article of study book and the teacher was only commenting and adding if some important information was missing.
When making the notes by themself, the pupils learned better because it made them really think about the issue, but when studying from the notes of others pupils in the group it was not so easy to learn.
It was clear and easy to use, but the user account should be made beforehand, because registration took some time. A shared popplet enhanced learning.
Anonymously shared Google document
Working anonymously in web was fluent and effective, no time was used for negotiation which usually takes time when studying in a team. It made students think more and they thought they learned more than just taking notes. It was also found positive that the assignment as a whole was on pupils' own responsibility.
- thinking, collaboration, communication (7 pupils: developed somewhat or much)
- problem solving, ability to handle uncertainty (6 pupils: developed somewhat or much)
On the contrast, self-assessment was reported to develop the least, 7 pupils had developed a little, two somewhat and one not at all.
It became evident that one pupil had reported much development on almost all competences, but most pupils reported remarkable development on several competences.
Interviewed pupils told that the collaboration competences developed especially because of the shared note taking during the whole study course. They fund it also beneficial for their learning, they concentrated better and invested more in note taking. In addition, they explained that as they already know their own learning goals and they know how to study to reach those, no self-assessment was particularly needed and that is why it did not develop.
Ability to handle obstacles and change: students were eager to try ICT tools and the new ways of learning. The usage of Google doc as collaborative writing tool may spread to other study subjects.
Self-assessment developed when the students had to evaluate if their answers in Google doc assignment was enough.
Motivation was strengthened by offering a possibility to get a better mark by giving the short presentations or if all pupils in the 3 pupil group (making the notes collaboratively) got at least 7 (out of 10) as a result from the exam that was organised halfway the course.
In this case it was demonstrated how the learning can be arranged so that the responsibility of learning is transferred to the learners. The way of using the ICT tools in this case were selected according to this aim.
During the classes when one pupil in the group of 3 pupils was supposed to take notes it was possible to use the laptop to other purposes as well, e.g. browse Facebook. In these cases the pupil in charge for taking notes had not understood the meaning of the assignment: to take the notes and comment them. The BI4 course was optional, so almost all pupils were motivated and this did not cause much problems.
In the beginning of the course it would be useful to tell more clearly the pupils about learning to learn competences and why the assignments are done and what does it mean to transit to higher education.
All links to the materials could be stored in one place, e.g. the electronic learning platform, which is familiar to the pupils.
Google doc could be used for pupil groups to prepare model answers for previous matriculation examination questions. One question would be in the exam. Working together would profit pupils collaboratively.
The shared note taking might support learning even more effectively if the pupils were given time and asked to discuss and modify the notes after every class. If the pupils are only given advice to do this, they do not necessarily see the value of this kind of "after class" activity and the whole value of the valuable assignment is not made use of.
The size of the group working together should be 3 to 4 pupils, max 5. The collaboration should continue through the course and somehow be attached to student assessment.