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From patrick.schouller@inria.fr Tue Feb 17 09:55 MET 1998
Date: Tue, 17 Feb 1998 09:47:05 +0100 (MET)
To: (Recipient list suppressed)
From: Patrick Schouller 


Guidelines for the preparation of an ICT Case Study

You are invited to prepare a Case Study to demonstrate the benefits of using
information and communications technology (ICT) to support teaching and
learning in one of the courses you or a colleague teaches. Your Case Study
should identify:
· the scope of the ICT application
· how you have used it within a course to support your students' learning, and
· the benefits to learning (added value) provided by the use of ICT, if
possible supported by an evaluation study

Set out below are the GUIDELINES which you should follow when preparing your
Case Study.

Two example Case Studies can be viewed at the DEMETER ICT Project Web site

Once you have submitted your Case Study it will be mounted on our Web site
within a database which will allow you and your European colleagues to
search and identify opportunities for collaboration.  The Workshop
Co-ordinating Committee will select Case Studies to be presented at the June
Workshop in Copenhagen.  However, everyone who has submitted a Case Study is
invited to participate in the Workshop.

Deadline for the submission of a Case Study is 7 March 1998

Format: Submit as a Word 6 or Word 7 document on paper and on disc
Send to:
Dr Simon Heath
Centre for Computer Based Learning in Land Use and Environmental Sciences
MacRobert Building
University of Aberdeen
Aberdeen,  AB24 5UA

email:  CLUES@abdn.ac.uk
tel:	+44 (0)1224 273755


To assist uniformity in presentation your ICT Case Study should address the
following sections:
A. Title
B. Objective for using ICT in the delivery of the course - max 100 words
C. Academic Subject Area (select one from the list in section 1 overpage)
D. Academic Subject Keyword description  (see section 2 overpage)
E. ICT Keyword description (select one or more from the list in section 3
F. Background/Introduction
	identifying the need/problem addressed by the use of ICT
G. Description of the ICT application
H. How the ICT application is embedded in the course/degree
	for example, how is the application introduced to students, how do the
	use it, what is the involvement of staff, how is the students' use of the
application assessed
I. Evaluation: the benefit of the ICT application for teaching and learning
	identify whether and how it has enhanced learning
	identify whether and how it has resulted in increased efficiency of resources
J. Web site URL where available
K. Contact information (title, name, address, tel, fax and email)
 1	Academic subject area

Select one category from:
 	Animal Science and Management
	Aquaculture Science and Management
	Crop Science and Management
	Environmental Science and Management
	Food Science
	Forest Science and Management
	General Agriculture
	General Land Use and Management
	Grassland Science and Management
	Horticulture Science and Management
	Rural Business Management
	Rural Economics
	Rural Tourism and Recreation
	Soil Science and Management
	General Study Skills
	Discipline Specific Tools, e.g. Geographic Information Systems
	Statistics and Econometrics

2	Academic Keyword Descriptors

Select your own academic keywords to describe the subject addressed by the
ICT application (e.g. for a farm budgeting ICT package the academic keywords
might be budgeting, gross margins, cash flow, profit and loss)

3	ICT Keyword Descriptors

The categories of the application of ICT in teaching and learning and
associated are listed below.  Identify, using the brief keyword descriptors,
the ways in which you use ICT in your course, it is likely that you will
need to use more than one of the keyword descriptors. For further
explanation of the various ways in which CAL can be used in teaching and
learning please see

Developing student's ICT skills
basic ICT skills
tools of the ‘trade'/discipline based skills
CAL applications
computer-assisted assessment (CAA)	self (formative) assessment	formal
(summative) assessment
access information resources
experiment using simulation models
analyse data
create (synthesise) models
learn with CAL tutorial modules to:	support lectures	support tutorials
support practicals
Lecture presentation and student support
Electronic discussions - 	Email (one to one)	Email mailbase (one to many)
Computer-mediated conferencing (CMC)
Web lecture course notes and course outlines
Electronic presentation of lecture material in the classroom
Video conference	lecture	tutorial	project supervision

                        Patrick SCHOULLER
	  Direction Generale des Strategies Industrielles
	    3/5 rue Barbet de Jouy   75353 PARIS  07 SP
Telephone : + 33 1 43 19 34 25    Telecopie : + 33 1 43 19 35 51
http://www.industrie.gouv.fr.   http://www.telecom.gouv.fr