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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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Video of methods to learn

General information
.Level (age of students) All students (boys and girls) aged 17 to 18. Last year of studies at vocational school
.Discipline / subject / course Professional and academic courses
.Number of participants 5 groups of students in 3 different High school:  3 girls-only groups (15 girls each)  1mixed-gender group (13 girls, 2 boys)  1 boys-only group (9 boys)
.Category of the tool Online resource
.Tool / resource Video of learning methods
.Country France
.Language of the tool or resource French
.Time plan start date 06/10/2012
.Time plan finish date 22/02/2013
.Did you use an example scenario from the initial phase of the eLene2learn project as an inspiration? Yes
.If you have used an example scenario from the initial phase of the eLene2learn project as an inspiration please identify the name of the scenario Video of methods to learn
.Scenario link LINK
Specific information about given case
.Aim To support pupils in the transition from SE to HE by using video on "methods to learn" and according with Whittaker Ruth (2008), five key questions constitute the basis of mapping :
 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
.Objectives The main objectives of the methods are :
• Time management
• Team work
• Making notes and management
• Tools to help organisation
• Motivation, joy of learning;
• Ability to process data;
• Meta-cognitive skills. .
.Learning to learning (L2L) competences to be achieved • self-regulation
• self-management
• ability to handle obstacles and change
• communication (reading and writing)
• collaboration
• motivation and confidence
.Proposed activities The student had to watch a video and take notes
Secondly afterwards they had to share their notes
.Pedagogical approach taken The main approach is based on the fact that: when we speak we can say 150 words per minute without being able to write more than 30 words per minute.
The main pedagogical tool is the "Wheel of Deming" (plan, do, check and act) and Cornel method.
.Methods of evaluation The outcomes will be evaluated during the first semester of a bachelor degree. We will compare two groups : an experimental and control group (other classes from the vocational schools)
.Ethical statement Experiments and lessons took place between October 2012 and February 2013 for the first part. They took place during normal time table.
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)
.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) Experiments took place one time a week.
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
.Summary of student feedback - Benefits (max 200 words) Students said that they were able to use a resource center and write a synthesis.
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.
.Summary of student feedback - Development of competencies (max 200 words)  Self-regulation: students are alone when working and have to decide what is important or not. They can decide on resources (time, funding, etc.) to be allocated to home work
 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.
.Summary of student feedback - Supporting transition (max 200 words) They will be better prepared to take notes very quickly when they arrived at the university in the first semester.
.Summary of student feedback - Challenges or barriers (max 200 words) In many cases the literacy levels attained were not sustainable and it was necessary to call on an educator to ensure that learning took place.

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
.Summary of student feedback - Improvements that can be made to the activity or the application (max 200 words) Teachers involved should receive prior training during their studies.

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.
.Summary of tutor observation - Usage (max 200 words) Using video at school should be developed
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.
.Summary of tutor observation - Benefits (max 200 words) Most of student needs a greater access to such programs.
.Summary of tutor observation - Development of competencies (max 200 words) • Self-management: they can collate, classify and organise the information they need to make a decision. They can analyse and evaluate all the important factors and identify the best way to record them in their notebooks.
• 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.
.Summary of tutor feedback - Supporting transition (max 200 words) After waiting for the second part of experiment (during the first semester of University course) to collect more information and check if our objective has been reached (Does taking better notes facilitate transition to higher education?).
.Summary of tutor observation - Challenges or barriers (max 200 words) Our own skills should be developed. We have to propose a good basic education balance between acquiring knowledge and methodological skills, which enable a person to learn alone.

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.
.Summary of tutor observation - Improvements that can be made to the activity or the application (max 200 words) Introduce ICT in the official curriculum.

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.
Reflection and recommendations regarding the activity and approach used by the teacher, tutor or trainer
.What worked well? (max 250 words) Students expressed appreciation of this new method of learning and also developed social skills (when working together)
.What would be done differently? (max 250 words) Those who do not use ICT are those with refractory attitude to this use, ignorance, lack of training.
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
.Recommendations for other practitioners who may consider using this approach (max 250 words) Support back-to-school activities
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.