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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.

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       

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Mentor Program

.Level (age of students)
First Semester Students

Biology – Reflection of Learning Process

.Category of the tool


.Language of the tool or resource
German (others available)

.Purpose of use
First year students reflect their weekly experience of the biology introduction lessons in a learning diary. This way they can define which topics they had problems in understanding, which are more interesting and about their time management in the preparation of the lecture.

.Way of use (as individual or group activity; tasks; etc.)
Each student keeps their own diary. Each lecturer has a group of 10-12 students for which he is responsible. The lecturers (mentors) meet them to discuss the student diaries, possible problems of the lesson, which topics might need more explanation etc.

.Learn2Learn competencies
Motivation and confidence

.Advantages of such a use for Transition. Innovative use
The learning process is more tranparent and clear as students write about what they learn, their time management and their difficulties they have each week. Students have the feeling they are more important as the work in smaller groups and their opinions and feelings are taken into account. If they are used to write a learning diary in SE as a tool for self-reflection it is easier for them to handle the change in learning when they go to University and they could better understand how and if they have develop competencies that are required in HE (or if not).

.Disadvantages of such a use
Due to financial reasons this project is carried out only in the first semester. It would be helpful to have these diaries continuously throughout the whole study. The implementation of the system had finished a bit too late in the semester which resulted that only one professor could use it properly as it was too late for other lecturers to be trained. Everything is at least ready for the next semester (Hopefully).