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


Learning diary - Reflection of Learning Process (Mahara)

General information
.Level (age of students) University students at the second year
.Discipline / subject / course Biology
.Number of participants 10
.Category of the tool ePortfolio
.Tool / resource Mahara with special plugin
.Country Germany
.Language of the tool or resource German
.Time plan start date 01-04-2013
.Time plan finish date 30-09-2013
.Did you use an example scenario from the initial phase of the eLene2learn project as an inspiration? No
Specific information about given case
.Aim To help students throughout the whole studies to reflect the learning process and support the idea of a personal learning environment (independent from courses and modules) - further to lifelong learning.
.Objectives With the learning diary and other usefully functions of the ePortfolio system as a personal digital portfolio (from the beginning of the studies) students should develop an awareness for the own learning behaviour.
Students learn to keep an eye on their learning process and - if necessary – to ask for support.
.Learning to learning (L2L) competences to be achieved • Self-management (Time-management)
• Motivation & self-confidence
.Proposed activities A Learning Diary based on Mahara with a special plugin extension is used as a tool for time management and self-reflexion. Students can use this tool on voluntary basis. It should establish a continuous use throughout their study.
.Pedagogical approach taken • To have the necessary skills, Teachers and Students get an introduction in the concept of Learning Diaries and the use of Mahara – f2f workshop organise by the study centers and via information on a Website.
• Each student creates and uses his or her own diary.
• Students must answer predefined questions to structure their work.
• Students decide if and what they will present to the lecturer (or another student as a peer).
• Teachers discuss with the student (individually or anonymous in the group) if there are problems in the learning process and how to solve them.
Time spent for Teachers feedback is part of the workload and depends on the group size. For a group size of 10 students the time spent is about 2 hours.
.Methods of evaluation Online questionnaire at the end of semester
.Ethical statement The activities run based on the ethical guidelines of the University of Bremen:


Participants are informed
• about the use of the collected data for the improvement and development of their course and for the elene2learn Life Long Learning Project,
• that data collected will be anonymised and that they can choose not to have their data used in the elene2learn Life Long Learning Project and
• 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) The first run it didn't work very well, so we have no feedback. Only three teachers of the first year courses work with the learning diaries.
.Summary of student feedback - Benefits (max 200 words) we have no feedback
.Summary of tutor observation - Usage (max 200 words) Presented for teachers that were/are part of our tutor-program.
.Summary of tutor observation - Benefits (max 200 words) • Attended learning process and feedback
• Structured learning approach
• Creative, more intrinsically based learning
• Transparent targets
.Summary of tutor observation - Development of competencies (max 200 words) No yet, as the pilot of the pilot it did not work.
.Summary of tutor observation - Challenges or barriers (max 200 words) The principle from education science of autonomous and basically ungraded work on a learning diary does not work. Convince the teachers that it is better to make a learning diary (part of ePortfolio) not optional and to grade them.
Many technical problems in the beginning, with the new system.
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) Learning diaries need to be implemented into the didactic principle of a given course. They need to be relevant not only in respect to personal development but even to grades.
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) We implemented a pool with literature, keywords, optional quizzes and riddles, to prepare themselves and get a better orientation.
.What would be done differently? (max 250 words) We won´t give that much information (lab guide) and we won´t do the course introductions again.
We won´t do weekly tests no more.
We won´t have an exam by the end of the course again, because of the workload.
Beware that the given comments / feedbacks are relevant (more intense) and not just funny.
An integrated approach of the used application for ePortfolio and existing learning management system is necessary to have smooth (didactical) workflows and to avoid media overkill.
.Recommendations for other practitioners who may consider using this approach (max 250 words) • Don´t make the use of the ePortfolio optional
• It is better to grade the diaries
• Don´t focus on self-reflexion
.Permission statement link LINK