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
Video of methods to learn
What are the key generic issues associated with transition to HE?
What are the specific issues associated with different types of students (in terms of learner profile and prior learning context), particular modes of learning, particular subject areas and particular types of institution?
What approaches are being used or developed within institutions or in partnership with other organisations, such as schools, colleges and community-based learning providers, to tackle these issues, both pre- and post-entry?
What are the key features of effective approaches to supporting transition to the first year?
In what ways might higher education institutions (HEIs) enhance support for transition to the first year in order to engage more effectively and empower students? What are the barriers to this and what support do HEIs need in effecting such changes
• Time management
• Team work
• Making notes and management
• Tools to help organisation
• Motivation, joy of learning;
• Ability to process data;
• Meta-cognitive skills. .
• ability to handle obstacles and change
• communication (reading and writing)
• motivation and confidence
Secondly afterwards they had to share their notes
The main pedagogical tool is the "Wheel of Deming" (plan, do, check and act) and Cornel method.
Work was reassigned to allow student to follow their studies normally.
The experiment was stopped if it got in through of school work (we have stopped our work twice: work placement and exams).
Within this context, we were clear as to how adequate supervision on the use of personal data was secured.
Researchers should disassociate their role as researcher from other roles throughout the project. (teacher for example)
(with particular attention paid to the initial aims and objectives of the implementation plan and the key competencies developed)
Each pupil had his/her own work station
The application allowed each individual to access independently certain elements of his/her social and/or personal life
Each pupil had access to their own personal account by logging on to their personal space
Each pupil could work with another one if she/he needed
In order to prepare and present the different courses to other students (visiting the school) they are now able to prepare and implement an oral intervention
They are also able to make notes from a video ( TV or radio news story) in order to create a presentation
They are able to collect information from external sources
They have enhanced their ability to work together.
An ability to evaluate information or situations in order to use them later is beginning to develop.
Self-assessment: they can better use the lesson when back home.
Thinking, problem-solving and decision making: undoubtedly better decision making, evaluating different sources of information
Being creative: they proposed new designs for sheets (draws, symbols etc.)
Motivation and confidence: they were waiting for lessons that followed.
The teacher is a key to the group process, over and above the video lesson.
The language used and the tools developed were adapted to the student's vocabulary and reality
We expect common approach in every educational institution
Training modules on the use of ICT should be part of teacher training.
Better school equipment is necessary. Sessions dedicated to the use of computers are needed in the school time-table.
It would be desirable to include more teaching sessions and redefine school curricula dedicated to special needs which can guide them in their personal and professional decisions.
The change involves the use of technologies as tools in the teaching of academic subjects - music or mathematics for example - rather than the teaching of ICT as a separate subject.
To summarise: Development of equipment, development of digital content, further training of teachers.
It remains highly desirable that the teacher remains locally in the classroom when projecting videos
Some teachers thought that we promote experiments like this one
Dedicated teaching time should exist in vocational schools which could be used specifically.
• Being creative: they can create personal data sheets.
• Collaboration: they can share their work with other students (sick, absent etc.). They communicate their ideas to other students
• communication (reading and writing) :
• Motivation and confidence: some of students are now very proud of their work and want to share it.
Students become accustomed to easily, they find in close hand information, and strive not to acquire it's, they become dependent on the machine.
The high cost of computers and the lack of teacher training discourage the continued use of the computer for instructional purposes; overcrowded class sizes, lack of computers and qualified human resources make it difficult to use this tool for teaching
Because of lack of time we certainly postpone some parts of the presentations.
Developing training scenarios to ensure a rational integration of ICT in learning.
Develop the ability to rely on others (librarians, teachers in other disciplines, educational assistants), so teamwork and interdisciplinary.
Develop collaborative platforms in vocational schools
We propose secondly to develop collaboration with other vocational schools.
It means that we can imagine an academic training program.
We faced some difficulties: some students couldn't focused more than 15 minutes so we do stopped the video in order to allow them to complete their work. (Reviewing the problem and problem-solving process to avoid similar situations in the future in order to demonstrate the importance of staying focused on the task at hand.)
We identified new measures that will enable them to complete their work as efficiently and promptly as possible
Support for teacher- training
Designate a technical coordinator for project monitoring
Firstly step decide who will be group recorder, than share information and analyse the difficulties they have encountered
Put students in pairs so the notes taken by everyone can be compared.