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.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       

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General information
.Level (age of students) High school students, from 16 to 19 years old
.Discipline / subject / course Mathematics
.Number of participants 40 students
.Category of the tool Instant messaging and social network tools
.Tool / resource Messenger, Skype, Scribblar, Facebook, hang out
.Country Italy
.Language of the tool or resource Italian
.Time plan start date all year
.Did you use an example scenario from the initial phase of the eLene2learn project as an inspiration? No
Specific information about given case
.Aim The experimentation aim is to support students' mathematics learning through the use of online and "social" tools that are closed to young people communication approaches. The main idea is to help students become responsible of their own learning and link, as much as possible, school and home study.
.Objectives This experimentation likes to:
- Improve the confidence in students about their capabilities. In fact, in a one to one relation, it is easier for them talk and express their doubts
- Avoid that misunderstandings and gaps on maths arguments over the time
- Increase students' responsibility on their learning
- Improve student ability in managing and organizing their study time
- To improve consciousness about their own learning processes
- To Increase didactical results in mathematics
- To offer different teaching approaches
.Learning to learning (L2L) competences to be achieved Motivation
Thinking, problem solving
Ability to handle obstacle and change
.Proposed activities Mathematics teacher would offer online support for students through online communication tools. Teens can contact in chat or via Facebook the teacher asking for details or doubts about maths arguments.
Usually this activity is focused on practical exercises: student uses the webcam or the desktop sharing for showing his/her problem to the teacher and work with him/her to solve it. Often the co-work is conducted using Scribblar or integrating maths tools like Geogebra, or using the webcam for showing teacher the way to solve a function.
.Pedagogical approach taken Teacher involved, presented the "Sportello online" to their students trying to offer them more than one communication tool among which choose in order to make them comfortable in contacting and discussing with her. The main element is the flexibility: of teacher's availability, of tools integrated for making explanations more effective.
.Methods of evaluation An on-line questionnaire will be sent to all students and teachers at the end of the experimentation to evaluate their experience in terms of tools, relations, collaboration and collect their suggestions about further services/tools
.Ethical statement Participants will be fully informed about the elene2learn project and the use of the data for the project and for the improvement and development of the Facebook group and website.
Participants will be fully informed that engagement to the activities is not compulsory.
Participants will be fully informed that data collected through the questionnaires will be 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.
.Case study link LINK
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) Students usually used more than three times the "Sportello" integrating different kind of tools. Usually Facebook has been used for discussing with classmates about solutions received by teacher or for asking solutions. In order to show the teacher difficult passages in solving problem, Geogebra has been integrated during discussions.
.Summary of student feedback - Benefits (max 200 words) This kind of activity has been considered by students as:
- innovative
Effective (in particular respect the improvement of their math competences)
- useful
- stimulating
They feel more confident in subject areas in which they had difficulties and, also, in the ability to explain this difficulty and ask for support. This kind of activity helped them to increase the sense of responsibility in their learning process, in their self-confidence and capacities. They really appreciated the integration of digital tools with the possibility to interact one to one with the teacher.
For them it has been fundamental and very positive:
- the possibility to choose, for interacting with the teacher, tools that better fits with their needs.
-the possibility to contact the teacher and ask for questions outside scholastic timeshedule
.Summary of student feedback - Development of competencies (max 200 words) self-regulation
communication (reading and writing)
motivation and confidence
.Summary of student feedback - Supporting transition (max 200 words) For sure it helps in increasing students autonomy in organizing their study time and to get more responsible on their knowledge. This is a basic element in approaching university.
.Summary of student feedback - Challenges or barriers (max 200 words) In general they didn't put in evidence any particular problem. Some of them just said that, at the beginning, some time was needed for getting confident with a different modality of learning.
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) They would like to have a sort of automatization in the sharing of solutions/clarifications they receive by the teacher during the "Sportello" session in order to involve the other students.
.Summary of tutor observation - Usage (max 200 words) he teacher put in evidence that students that are more silent in class will use this system. They were confident with the use of different tools simultaneously on the basis of their needs.
.Summary of tutor observation - Benefits (max 200 words) Teacher put into evidence the fact that, through an activity like this, it is possible to intervene as soon as needed for solving student difficulties and avoid perpetuating these difficulties during the school year.
Teacher says that the main benefits for students were:
- improvement in the argument treated
- positive modification in the way in which they handing the difficulties
- the improvement in the organization and management of their study time
- effective and positive reaction to changes
- an increased stimulus in taking initiative
- more engagement in study and in motivation
.Summary of tutor observation - Development of competencies (max 200 words) self-regulation
thinking, problem-solving and decision making
ability to handle obstacles and change
being creative
communication (reading and writing)
motivation and confidence
.Summary of tutor observation - Challenges or barriers (max 200 words) No problems or challenge to signal
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) As students say, automatization in the sharing of solutions/clarifications given to students with other classes would be very useful. Moreover the teacher suggests to add some more improvement in technological equipment (powered wifi and tablets to be used during lessons)
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) What has been really successful was the possibilities, for students, to choose the more suitable digital tools for communicating with the teacher outside the school timetable.
.What would be done differently? (max 250 words) No substantial changes would have been made. Students and teacher suggest some improvements mainly focused on the possibility to share among other classes feedbacks given during Sportello sessions.
.Recommendations for other practitioners who may consider using this approach (max 250 words) Flexibility and integration of different tools play a fundamental role in considering a duplication of this approach.