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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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Library course

General information
.Level (age of students) 1st year of BA level (19 years)
.Discipline / subject / course Library course
.Number of participants 7 teachers and app. 5000 first year students
.Category of the tool social networks, digital media
.Tool / resource e-learning platform and e-book
.Country Poland
.Language of the tool or resource Polish
.Time plan start date 07-10-2013
.Time plan finish date 13-12-2013
.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 deliver to students necessary knowledge about the system of university libraries, their resources and searching for information (this knowledge is needed for successful study).
To support students in passing library test.
.Objectives To provide information about university library and system of faculty libraries
To develop skills of searching information
To develop referencing skills
To improve personal organizational competence
To build confidence
To be independent library user
.Learning to learning (L2L) competences to be achieved • self-regulation
• self-assessment
• self-management
• communication (reading and writing)
.Proposed activities To offer to first year students an online electronic book about university library and its resources.
At the end all students have to pass an online test (there is a pool of 80 questions in total and system is choosing 20 for each student to answer).

This project allow for:
- more interactive form of classes (electronic guide)
- train 5000 students in 4 months (by 7 teachers)
- getting used by students to university e-learning platform
- developing by students competences of self-management
.Pedagogical approach taken On university e-learning platform library courses are set up (for each Faculty). On the platform there are special electronic materials (e-book and online guidelines) and online test is prepared. There is also a special online questionnaire for evaluating the course and its effectiveness (by the students).
Each faculty students have access to the course whole project but there are special time slots for passing online test by different groups of students. Each student has to answer 20 different questions (there is a pool of 80 questions and system is choosing questions for a given student – questions and answers are mixing all the time).

7 teachers are responsible for materials (resources) and test questions. After passing the test they give them credit.
.Methods of evaluation Project will be evaluated

1) By students: an on-line questionnaire will be sent to all students who take part in library course to evaluate their experience in terms of materials, online tools and project approach.
2) By teachers: personal interviews with teachers who take part in this project for reflecting on their experience.
.Ethical statement Participants will be fully informed that data collected through the questionnaires will used to inform the project and will be anonymised.

Participants will be fully informed 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) During two months 5827 first year students took part in the course. The course was set up on one e-learning platform. There was a handbook (e-book) and test to pass with 20 questions (out of 50) in special time slots.
.Summary of student feedback - Benefits (max 200 words) Students are informed and aware of the library system at the university.
.Summary of student feedback - Development of competencies (max 200 words) Thinking, problem solving and decision making
Ability to handle obstacles and change
Communication (reading and writing)
.Summary of student feedback - Supporting transition (max 200 words) As first year students who could not have a chance to use such a huge library system before (one big university library and 11 faculty libraries + online service) it is very helpful in transition from secondary level to HE level.
.Summary of student feedback - Challenges or barriers (max 200 words) Students had some problems with some questions (in test).
In their opinion some of the question were too detailed and theoretical.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) Questions should be formulated clearer. More practical information would be needed and picture guides.
.Summary of tutor observation - Usage (max 200 words) During two months 5827 first year students took part in the course. The course was set up on one e-learning platform. There was a handbook (e-book) and test to pass with 20 questions (out of 50) in special time slots.
.Summary of tutor observation - Benefits (max 200 words) Low cost of the course. In traditional course about 40 teachers had to lead training. In e-learning platform 7 teachers is enough.
.Summary of tutor observation - Development of competencies (max 200 words) Students worked remotely and had to organize themselves (terms, manner of the work).
They developed:
• Self-regulation
• Self-management
.Summary of tutor feedback - Supporting transition (max 200 words) Course explains first year students how library works what are the rules to use it and what resources (and how) can be found. This course helps students to find themselves easily in academic world.
.Summary of tutor observation - Challenges or barriers (max 200 words) Teacher have to sign each student index (above 5000).
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) More picture guides, less text descriptions in e-book.
Change internal university procedure with singing students indexes while they got credit for the course (it is too time consuming).
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) The whole process of taking part in online course went smoothly. Students didn't have problems with e-book and e-test.
.What would be done differently? (max 250 words) Course could include gamification elements.
.Recommendations for other practitioners who may consider using this approach (max 250 words) It is good idea to divide students in smaller groups which pass the test in different time slots.
.Permission statement link LINK