1. Inspiring Lecturers: Sharing E-Learning Practice through European Case Studies
Sarah Hayes, Aston University, UK
Mikkel Godsk, Majbrit Vandsø Andersen,
Aarhus University, Denmark

2. A common problem…?
This is Anna…she teaches in the Social Sciences. She gives lectures to 120 students at a time and would love more feedback from them. She has heard of voting systems….
Where can Anna learn more about what colleagues have experienced when using new technologies like this to support learning?

3. Nearby…. Anna doesn’t know that… In the same university, not
far from her, voting systems
have been successfully used
in the Business School by Robert
His experience could be so useful to Anna
We need more imaginative ways to ‘tell the story’ of best practices with technologies to embed their use.

4. What a EUNIS E-learning Task Force Group did
Collected e-learning European case studies
Not a new idea, but a consistent approach
Our research paper discusses this process
Why case studies?
analyse ‘multifarious phenomena’ to see patterns emerge (Cohen & Manion, 1986)
invite discussion and reflection
communication of tacit knowledge
What various methods were used
An invitation to develop this process

5. University of Copenhagen
Why case studies?
Paper-based clinical skills course moved online
Videos of veterinary procedures enabled student preparation
Narrated Powerpoints
Class time was freed up for hands-on procedures
Combined ‘doing’ with reading and watching
Improved student performance and practice
Inspirational effect
University of Copenhagen

6. Our methods included
Structured open-ended questions to build the case studies around
Process of “collective, self-reflective enquiry” (Kemmis & McTaggart, 1988)
A web form and a database
Developing a ‘readable template’
A range of publication methods
The ‘start’ of a model for further development and contribution

7. Structured Interview questions asked
Simple questions to find transferable focal points
What was the main problem, or need?
What type of learning theory was followed?
What activities did your students do?
How did the technology support learning?
What was the feedback from your students?
How might you change your approach in the future?

8. A link to the Web form was published on the university VLE
Use of a web form and a database at Aarhus
A link to the Web form was published on the university VLE
People were asked for their input
A small prize offered
Podcasts
Some less structured podcasts were created
Interesting locally for colleagues, but less widely transferable
The University of Aarhus web form approach

9. A readable template was established
University of Worcester

10. Publication methods
These included:-
a Weblog
Podcasts made by Aarhus University
A publication booklet made by Worcester
Best practice seminars
Future possibilities:-
Short video clips
Student case studies
a searchable archive based on the database
a wiki

11. A re-usable model for sharing best practice

12. Conclusions and benefits
Through the EUNIS E-Learning Task Force
Collaboration across European Universities:-
a body of knowledge, methods, stories and cases could be compiled and shared
Disseminating best practices is an important part of the process of introducing new technologies to support learning
The method used to do this can become a ‘best practice’ in itself as it develops
We invite further exploration of methods of best practice to share best practice…!