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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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Inquiry based learning with Google docs and Facebook

.Level (age of students)
First and second year of SE (students 17-18 year old)


.Category of the tool

Google document and Facebook

.Language of the tool or resource
Finnish, English

.Purpose of use
The tools were used in a blended learning setting to learn process writing. The pupils used Google docs for collecting a handbook/guide of ecology. Facebook was used within the working groups, the wall and FB chat was used for communication, and the chat also for processing the knowledge. The teacher wrote all the instructions in FB's documents section, and students' questions were answered on the wall by the teacher.

.Way of use (as individual or group activity; tasks; etc.)
The pedagogical setting was inquiry-based collaborative learning, where the teacher was not teaching but guiding the pupils. The aim was to create new knowledge collaboratively and the tools were used within the working groups of pupils. Pupils saved in Facebook group's picture folder some charts and diagrams useful for the assignment.

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

.Advantages of such a use for Transition. Innovative use
Material of different medias was easy to collect in one place (text, videos, pictures, and links). The Facebook group was very easy to create. It was possible to run the course as blended learning and pupils got the opportunity to work outside the school building and study hours. Students' skills of giving and receiving peer feedback got better and formerly poorly performed pupils improved their performance. Pupils could upload the final guide in their ePortfolio. Pupils' view: it was very motivating and affected the quality of work when receiving feedback from peers and the teacher during the writing process. The teacher asked pupils to keep a studying and learning diary. The teacher used diaries to find out each pupil's input in the assignment. Practicing the autonomous and inquiry-based learning approach in SE makes it easier to use these methods in HE, where they are needed.

.Disadvantages of such a use
In the beginning of the learning process the pupils did not know where to start and the quality of collected material varied a lot. The teacher needed to guide them towards critical use of different information sources and how to divide the material in groups. Pupils' view: when the learning happens in FB, there is a temptation to see what your other friends (not in the study group) are posting concerning the leisure time.