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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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Reading and analysing Poetry anthology in groups

.Level (age of students)

Finnish as a mother language/literature

.Category of the tool

Google document

.Language of the tool or resource
Finnish, English

.Purpose of use
To become acquainted with Google document, lower the step to read and analyse poems together and practise communication skills. (To be responsible for something and give responsibility), get practise for reflecting and evaluating the poems and poem presentations.

.Way of use (as individual or group activity; tasks; etc.)
Students preconceptions of poems and reading poems were charted by different kinds of individual warm-up assignment (questionnaire) in Opit learning platform. Then students watched Youtube video of Finnish rock artist reading his own provocative poem. Group activity: Students read poem collection in four persons groups and made analysis and interpretations from poems and the writer in Google document together.

.Learn2Learn competencies
Communication (reading and writing)
Motivation and confidence

.Advantages of such a use for Transition. Innovative use
Google document as a tool inspired students to analyse the poems together (common responsibility of proceeding). Using the Google doc made analysing poems easier and more approachable. (Also boys in the class became enthusiastic of poems). Google document offered a possibility to practice communication skills; commenting other students' text and rewriting it or making developing suggestions. Google doc helped the practical co-operation and learning together. In addition, it made the group working process visible. Students view: Benefits of using Google documents: Collaboration and writing together is easier. It helps to see changes immediately and it is very easy to update. Working the same document makes students to concentrate on the theme, you have to process together for the output and to accomplish the task. Everyone's input is important. You have to express your thoughts, comments and ideas by writing, which promotes communication and studying skills. Participation is easy. Shy and quiet students, who usually are in the background in conversations, can take part in the writing process actively without the pressure of F2F-communication. Especially working simultaneously with Google document can give a feeling of flow, when thoughts and ideas create something new and proceeds working. Students hope to get feedback from their peers and from teacher throughout the learning process. They consider this more encouraging for their learning than the evaluation of the completed assignment. Some of the students in the focus group have used Google document spontaneously in studying in SE. 1. Some students have used Google document in teamwork assignments voluntary, f.e in biology group projects. Students favour writing comments in the text or chatting with the Google document chat, when working simultaneously. Some students use also Skype for conversations and commenting, when writing the same document. Skype helps to brainstorm, make rapid decisions and changes to the text. 2. Some of the students used Google document as an individual studying tool: one student wrote her reading schedule for the matriculation examination. Another student in focus group wrote beforehand notes in Google document and made a mindmap from the following theme (which was pasted into Googledocs). This helped him to follow the teaching, concentrate and deepen his knowledge on the issue in the class. In one chemistry class, students took photos with their mobile phones to illustrate chemical reactions and then pasted the pictures to Google document and added notes from reactions and findings on it. This helped students to refresh their memory when preparing to course exam. Students mentioned that if they would use Google document in all the essential assignments and notes in different subjects throughout studying in secondary education, it would be much easier to prepare for exams and for the matriculation examination.

.Disadvantages of such a use
Make sure the web browser in use supports the use of Google document.