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
Google doc in inquiry based learning
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To develop critical thinking skills and the ability to divide essential information from unessential information.
• thinking, problem-solving and decision making
• critical thinking
• learning to give and have peer feedback
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.
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)
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.
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 %).
- 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)
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.