Author:Katharina Schiederig. Lessons can be drawn from the e-learning pilot project that was successfully implemented in the Department of Political Science at the Free University of Berlin, Germany, between 2004 and 2006. In the framework of the university-wide ICT (Information and Communication Technologies) strategy, the Blackboard platform was used to explore opportunities for blended learning in the field of political and social science.

1. Using e-learning for social sciences: practical lessons from the
Free University of Berlin
Katharina Schiederig
Otto-Suhr-Institute of Political Science, Free University of Berlin
Summary
Lessons can be drawn from the e-learning pilot project that was successfully implemented in the
Department of Political Science at the Free University of Berlin, Germany, between 2004 and 2006. In
the framework of the university-wide ICT (Information and Communication Technologies) strategy, the
Blackboard platform was used to explore opportunities for blended learning in the field of political and
social science.
The pilot project started in September 2004 and was followed by a second project between April 2005
and February 2006, jointly funded by the university and the German Federal Ministry for Education and
Research. Over the course of the project, student e-tutors were trained in content management and
support. Digital modules were developed and a range of training, information and support measures
targeted at teachers and students were tested. The project was constantly monitored and evaluated
after each project stage. More than 300 courses in the department have participated to date and e-
learning has been extended to the entire Political and Social Science Faculty.
Virtual learning and ICT capacities have thus become a permanent component of the curriculum. Key
factors for success were the approach to use e-learning to improve overall teaching methods, the
tailored e-tutor system and the constant information and training policy. Other important factors were
the support through university leadership and the university-wide e-learning programme/CeDiS, as
well as the exchange with projects in other departments. Moreover, the project was permanently
adapted during the slow start with the pilot and grew consistently through constant monitoring and
evaluation. In conclusion, we would like to underline the importance of training, networking, IT
infrastructure and consultation with students for the successful implementation of e-learning in any
department.
Currently, the faculty is preparing a project proposal for the 2007 academic year to enhance content
development and teacher training for a truly integrated blended learning approach.
Keywords
Case study, blended, implementation, best practice, university
1
eLearning Papers • www.elearningpapers.eu •
Nº 3 • March 2007 • ISSN 1887-1542

2. 1. Introduction
This article identifies lessons to be drawn from the eLearning project that was successfully
implemented in the Department of Political Science “Otto-Suhr-Institute” (OSI) at the Free University
Berlin between 2004 and 2006. In the framework of the university-wide Information and
Communication Technologies (ICT) strategy, the Learning Management System (LMS) “Blackboard”
was used to explore opportunities for blended learning in the field of Political and Social Science. The
pilot project started in September 2004 and was followed by a second project between April 2005 and
February 2006, jointly funded by the university and the German Federal Ministry for Education and
Research. In the course of the project, student eTutors were trained for content management and
support. Digital modules were developed and a range of training, information and support measures
targeted at teachers and students were tested. The project was constantly monitored and evaluated
after each project stage.
More than 300 courses have participated up to this day and eLearning has been extended to the entire
faculty of Political and Social Science. (Apart from OSI, the faculty comprises the Institutes for
Journalism and Communication sciences, for Sociology and for Ethnology.) Currently, the faculty is
preparing a project proposal for the academic year 2007 to enhance content development and
teachers’ training. Thus, virtual learning and ICT capacities have become a permanent component of
the curriculum.
The experiences made at the OSI might hopefully serve as good practice for the implementation of
similar eLearning projects in the field of Social Sciences in higher education.
2. A university-wide strategy for blended learning
In 2004, the Free University Berlin decided to systematically introduce eLearning and develop a
tailored blended learning strategy (i.e. a mix of traditional face-to-face teaching and complementary
online based learning). To this end, it acquired the commercial LMS “Blackboard” and charged the
university’s Center for Digital Systems (CeDiS) with the overall implementation, support and training.
Subsequently, CeDiS encouraged the individual departments to participate and explore the
opportunities for the use of eLearning in their respective fields of study.
3. “How to” – Introducing eLearning in the department of Political Science
Against this background, Dr. Michael Fichter, Director of the Research Center for National and
International Trade Union Policy and lecturer in the department for Political Science, decided to launch
a pilot named “E-Learning at OSI: On the development of fundamentals for the studies of Political
Science” running from September 2004 to February 2005. This was to be the first systematic
application of eLearning in the department, although some teachers had been using other internet-
based communication platforms (e.g. yahoo-groups, DotLRN, Ilias) before.
The idea now was to apply the LMS “Blackboard” in two courses on labor relations taught by Fichter.
One of the seminars was directed at students in their first year, the other at students at Master level;
together they included over 60 participants. Thus, the pilot would allow collecting experiences with a
representative range of students to evaluate the potential for the department wide implementation of
eLearning at a later stage.
3.1 Why eLearning for the department?
The OSI is the oldest, the largest and one of the leading departments of Political Science in Germany.
The decision for eLearning came in the context of major general reforms in the department: with the
European-wide Bologna process to harmonize higher education, Bachelor and Master programmes
were introduced and the existing Diploma studies reformed. Moreover, the department applied for
funding through the federal excellence cluster programme and as a special research department on
governance. In this context, the department strived to improve teaching and research in every regard
and to revise the curriculum accordingly. The introduction of eLearning has to be understood in this
eLearning Papers • www.elearningpapers.eu • 2
Nº 3 • March 2007 • ISSN 1887-1542

3. context: i.e. it goes a lot further than the simple use of a LMS; rather, it was set out to explore new
didactic concepts to address some problems in teaching and to make students fit for the challenges of
modern working society.
Due to its size, and the usually large size of classes, the department is relatively anonymous and the
drop-out number is high. The student/teacher ratio is very high so obtaining mentoring and
communicating with teachers is often difficult, exacerbated by the fact that many lecturers are externs,
who only teach one or two classes per semester, are unpaid and don’t have an office on campus.
Therefore, the use of a LMS was supposed to enhance communication among students and among
students and teachers as well as foster active participation in classes.
There are some lectures, but the standard teaching format in the department are seminars with weekly
sessions of one and a half hour during which a presentation by one or more students is held and then
discussed by all. Often this is unsatisfactory because the presentation solely relies on mandatory
reading, or because many students have not read the assigned texts. Thus, with the help of eLearning
we wanted to find methods to increase the binding character of assigned readings, to open up
opportunities for preparation and feedback. This would enhance the quality of discussions in class,
students’ motivation, satisfaction and overall learning success.
Another form of teaching are Block seminars, generally taught over two weekends. Hence, the
challenge is to develop a strategy for blended learning to keep up communication during the entire
semester and guide students in writing their research paper due at the end.
A last important issue to be addressed through eLearning is to foster students’ eLiteracy, and their
internet/database research skills, which are important both for academic research and as a
professional qualification. You will find details on how we addressed these challenges in the section
‘Content development’.
3.2 The eTutor system
It was clear that the implementation of eLearning would need increased time and skills. As a cost-
effective solution, the department developed the eTutor system, meaning that interested and qualified
students were trained on Blackboard and could then serve as tutors to fellow students and teachers.
The eTutors offer training sessions and advice to students and teachers and help teachers with
content management. During the pilot, one eTutor accompanied each of the two participating seminars
and participated in all classes, in order to develop a tailored solution relevant to students’ needs and
offer constant support. In the second stage of the project, a team of ten eTutors was set up who
offered training, content management and support to teachers on an on-call basis, since the number of
participating courses had grown significantly. In regular meetings, the eTutors discussed their
experiences and developed new models and strategies for testing. Not only did the eTutor system offer
efficient support at a reasonable price, but it also empowered the participating students with IT skills,
provided them with income and had a great impact in terms of multiplication among fellow students.
3.3 Content development
It was the eTutors, who in cooperation with the teaching staff developed the initial content and format
for the use of LMS in the individual courses. During the pilot phase, they systematically tested all
functions Blackboard has to offer, especially in regard to their acceptance among students.
Basically, the Blackboard platform follows a classical website design. After log in, the user enters an
entry page which lists all courses and communities s/he belongs to as well as new announcements.
After choosing one course, the user arrives at this course’s start page with menu buttons on the left,
where we also put a welcome note and some general course information (see screenshot).
eLearning Papers • www.elearningpapers.eu • 3
Nº 3 • March 2007 • ISSN 1887-1542

4. Fig. 1
The learning designer can choose the menu buttons among a range of functions such as content area,
discussion board, chat, email, announcements, calendar, group pages and digital drop box for upload
by students. Typically, courses in the department include the following sections: Course information
(with abstract and requirements), Sessions/interactive syllabus, Course documents, Links, Staff
information, Announcements and a different range of communication tools (discussion board, email,
digital drop box, group pages…). The LMS was mostly used to provide course information to students
and to give them access to an interactive syllabus with links to literature, homework, presentations,
etc. for the respective week. During the pilot, we also integrated the course on labor relations from the
online portal for German political science ‘Politikon’ (http://www.dvpw.de/dummy/index.php?id=77)
which had been developed under a previous project.
Committed to innovatively addressing the didactic challenges described above, we concentrated on
exploring the discussion board, the test function and a range of feedback methods during the pilot. To
make reading assignments more binding and to direct learning to the central aspects through key
questions, we introduced weekly questions on the literature as voluntary homework. At first, we set up
multiple choice tests, but students felt these were not appropriate to academic literature in political
science. Over time, we noticed that open questions with model answers that appeared on screen after
the student had provided his/her answer were most appreciated and showed to have a real impact in
deepening text comprehension and improving discussion quality in class.
Another focus during the pilot was the use of the discussion forums to discuss current issues related to
the course topic. To foster students’ internet research skills and to encourage them to pursue their
independent research on labor relations, we divided the class into several groups which then took over
the role of a relevant stakeholder (trade unions, employers, government officials, academia…).
Throughout the semester, we then requested them to research their stakeholder’s position on a current
issue on the internet (we also provided a link list to this end) and then present and defend it in a debate
with the other groups in the discussion forum. Moreover, we introduced group pages for the
communication among working groups. Providing additional resources and communication options at
hand also benefited the quality of in-class presentations.
Later, courses also tried the chat function for discussion and online office hours, but with mixed
success.
These efforts were complemented by a range of feedback methods. Through online surveys, tests and
discussion forums, we collected students’ questions and feedback and directed their attention to the
key aspects of the topic before class. At the end of some classes, we also used different ‘Classroom
assessment techniques’ (such as ‘minute paper’ and ‘muddiest point’). Thus, the teacher got feedback
on his teaching, could answer remaining questions and adapt better to students’ needs and interests.
Moreover, the knowledge was consolidated, the eTutors received feedback on Blackboard, and the
referees obtained feedback by their classmates. Results were then posted on the LMS.
eLearning Papers • www.elearningpapers.eu • 4
Nº 3 • March 2007 • ISSN 1887-1542

5. 3.4 Motivating teachers and students: increased cost or synergy effects?
At the project start, many teachers and students were skeptical towards eLearning. Its introduction
would clearly increase cost in time, human resources and equipment, so where was the added value?
The pilot, and even more so the second project then brought positive results, backed by surveys
among students: eLearning increases students overall learning success, motivation, commitment and
participation in class, (partly) enhances communication and fosters computer and internet literacy. As
figure 2 shows, 73 % of students felt that the advantages of eLearning overweigh the increased cost
and effort. All data quoted in figures 2 to 4 derive from a survey on eLearning at OSI conducted online
in February 2006 among 295 students. It is important to note that not all students who participated in
eLearning participated in the survey, and a high number of unreported problems are therefore likely.
According to students, eLearning...
100
80
60
40
20
% of students
0
Im
D
A
En
In
Pr
Im
Tr
oe
dv
cr
an
om
pr
pr
ha
ea
sn
an
ov
ov
sf
nc
ot
se
't
ta
er
es
es
es
es
i
ge
s
s
m
ac
co
co
so
IT
di
pr
s
ce
da
m
ov
st
ci
sk
ov
m
al
s
ss
ct
er
ill
e
un
to
ic
ex
s
w
le
to
ei
ic
ar
st
po
cl
in
gh
at
ud
ni
us
te
fo
io
ng
en
io
co
nt
r
n
m
n
ia
ts
at
st
at
l
m
io
os
n
ph
er
e
Fig. 2
Teachers were mostly afraid of work overload and the IT skill presumably required. We met their
concerns by offering information and training sessions and by providing them with the help of the
eTutors. We also set up a ‘how to’ didactic manual to help teachers set up their online course. Soon
strong synergy effects became obvious, since many lecturers teach similar courses in subsequent
semesters and could therefore re-use parts of their eLearning courses, once they were set up. We are
aiming at increasing these synergy effects in 2007 through the development of templates and modules
for a set of basic courses. If managed efficiently, communication with students can also be handled
through the platform and thus reduce email influx.
Equally, students were worried about increased workload and pressure through the introduction of
eLearning. Moreover, in the context of curriculum reform, they feared the loss of academic freedom
through prescribed learning contents and increased control by their teachers. Since Blackboard allows
tracing students’ visits and movements on the platform, there were serious reservations about
personal data protection. Another concern was the possible social exclusion of those who cannot
afford a laptop and high speed internet connection. Indeed, the lack of internet access represented a
major problem for students during the pilot. Many students did not have the equipment to participate
regularly in eLearning (in 2004, 70% of participants had no computer, no or only slow internet access
at home) and the university and the department lacked sufficient IT infrastructure to compensate for
this deficit. However, in a subsequent survey realized in 2006 99% of participants said they owned a
computer or notebook and 80% had fast internet access at home. Meanwhile, the campus had also
been equipped with Wireless LAN, which almost 50% of survey participants used.
eLearning Papers • www.elearningpapers.eu • 5
Nº 3 • March 2007 • ISSN 1887-1542

6. While eLearning requires a certain IT equipment level on students’ side and shifts their working
modes, for teachers there is clearly an increased input necessary to achieve improved learning results.
With routine and synergy effects, the extra effort needed decreases over time.
3.5 Project II: Quantitative and qualitative consolidation
In follow up to the pilot, Michael Fichter launched the second project “Extension and Consolidation: A
Strategy for E-Learning in Political Science” in April 2005 for the full academic year. Based on the
positive experiences during the pilot, it aimed at including more courses and developing the basis for
the permanent use of eLearning in the department. After information and consultation, a number of
teaching staff were interested in using Blackboard in their courses. Coordinated by two of the tutors
from the pilot phase, Katharina Schiederig and Alex Schiemann, a newly recruited team of ten eTutors
then set out to train teachers, set up their course pages and support them on an on call basis. Thus,
the use of Blackboard was extended to 16 courses in summer term 2005, to 36 in winter term 2005/06
and to over 70 in summer 2006 after the end of project funding. Up to this day, an overall number of
more than 300 courses have participated in eLearning at OSI, showing its sustainable consolidation.
Other activities during the second project included an eLiteracy class, the creation of an online
methodology pool for social sciences and the creation of an OSI eLearning online community. We let
one class take their final exam online from home with open books (questions required a synthesis of all
topics and theories covered during the semester and coming up with own conclusions for the future of
labor relations in Europe.) We also experimented with different authoring software for designing course
pages and the department’s public eLearning website. The department was the driving force behind
the coordination of eLearning for the whole Faculty of Political and Social Science and the
establishment of a faculty commission for eLearning. At the same time, the overall eLearning program
at the university developed further, so that training opportunities, technical support, platform stability
and exchange with other projects improved.
4. Lessons learned
The implementation of eLearning at the OSI can be regarded as a success. Since the outset of the
pilot project, 300 courses have used Blackboard, more than half of them after the expiration of project
funding. Moreover, feedback from teachers and students in the regular evaluations and surveys is
definitely positive. In fact, 72% of students indicated in the last survey that they used Blackboard at
least once per week or more often, which shows the general acceptance and the information flow
generated by the platform.
4.1 Key factors for success
Support through the university hierarchy and the university wide eLearning programme/CeDiS
-
The eTutor system
-
Constant information and training policy
-
Constant monitoring and evaluation
-
Slow start with the pilot and sustainable growth
-
Exchange with projects in other departments
-
Motivated and committed project team
-
Real added value for students through easy access to literature (university is situated far from
-
city center in Berlin’s outskirts)
eLearning used to improve overall teaching methods, not only as a mere technical device
-
4.2 Problems encountered and trouble shooting
During the project we encountered a number of problems, which we tried to address in different ways.
Some were easy to solve once noticed (e.g. the course menu set up at first was too complex, technical
problems that could easily be solved with support from CeDiS, lack of training at project start, concerns
over data privacy which we solved by switching off the tracking record function). Other problems more
or less solved themselves: while we were still exploring opportunities to get university discount on
eLearning Papers • www.elearningpapers.eu • 6
Nº 3 • March 2007 • ISSN 1887-1542

7. notebooks and develop the department’s computer facilities to address students’ difficulties in
accessing the internet, prices went down and in the course of one year, most students improved their
equipment dramatically and the university installed WLAN. While at the project start there was only an
English version of Blackboard and its manuals available which led to confusion among German
students, CeDiS later installed an update with a German program. Troubles with essential features
(e.g. the platform’s email function did not work for most of the first semester) caused frustration, but
were later resolved by CeDiS.
To other problems we are yet to find satisfying solutions. For example, we are still experimenting with
incentives to increase students’ use of interactive communication tools (see figure 3 below).
quot;To what end did you use Blackboard?quot;
90
80
70 77.4
73.3
60
50 % of students
40
43
30
31.1
20
22.5
10
10.7
9.6
0
To
To
To
N
To
Fo
To
o
ro
do
re
pa
an
re
co
se
ad
rg
w
rt i
sw
m
nl
an
ar
cip
m
er
an
oa
ch
un
iz
at
no
d
at
ica
e
fu
te
io
un
in
rt h
te
na
xt
ce
di
s
er
li
sc
m
ss
on
en
us
ue
co
si
ts
s
on
ur
re
se
fo
la
ru
te
co
d
m
nt
s
to
en
th
ts
e
co
ur
se
Fig. 3
This is certainly partly due to the very restricted user rights for students in the platform (e.g. they
cannot create forums, threads, groups, or post documents). There are also some of Blackboard’s other
features which are not user friendly (e.g. the entry page, announcements, digital drop box, download of
test results for teachers, no template function) and which cannot be changed by CeDiS since it is a
commercial platform.
Two last problems (teachers lacking independence in the use of Blackboard and the lack of material
adapted to online learning) are to be addressed in a forthcoming project 2007.
4.3 Good project planning practice
Make sure there is support (and funding) by the university leadership
Establish cooperation with similar projects (e.g. in other departments) and the university’s ICT
center, if existing
Look for prior experiences with other internet based platforms, learn lessons from similar
projects
Write a detailed project plan with objectives, timeframe, funds, benchmarks etc.
Set up information meetings for students and teachers before project start to address their
concerns and motivate them to participate
Start out with a pilot phase with few courses to allow (technical) trouble shooting, adaptation
and good practice development. When successful take in more courses for quantitative and
qualitative extension and consolidation.
eLearning Papers • www.elearningpapers.eu • 7
Nº 3 • March 2007 • ISSN 1887-1542

8. Assure constant monitoring and participative evaluation through (online) surveys among
teachers and students, personal feedback, reporting from teachers and eTutors.
Foster motivation, communication, commitment and information feedback within the project
team/eTutors (through regular meetings, teambuilding, BBQs…)
4.4 Good IT/Content management practice
Opt for one LMS for the entire university; avoid the use of different systems. It should be user
friendly and allow content management without programming skills.
Consider Open Source software, since commercial platforms are not only expensive, but don’t
necessarily correspond to local needs and are rigid to changes
Important features to be included: content area (with reading and digital material, links, input
on research techniques and theories), discussion forum, messages/email, update notification,
test
Establish Intranet portal open to all students at the university, where they can meet,
communicate, see who is online, set up their own homepage, find general information, search
secured databases and log into the LMS
Make access easy: give LMS easy-to-remember http address, link it from the department
website, facilitate self registration, push for a simple structure similar to all courses, make clear
where to find what on the course page.
Set up Phone/Email helpdesk with the IT center
Make sure the server and platform are as stable as possible and that all features work from the
start
Collect data on existing IT infrastructure at the university and among students at project start,
improve internet access at university and explore opportunities for notebook discount for
students.
4.5 Good pedagogical practice
At project start, provide manuals in the users’ mother tongue and set up initial (compulsory)
face to face training for teachers and students
Establish eTutor system
capacity building and cost effectiveness
efficient content management close to students’ needs
Start mostly with students at initial stage of studies to increase acceptance of virtual learning
(early learners)
Provide a good mix of different formats (electronical documents, print reader, links to internet
sources, bookshelf in the library, etc.). Students appreciate online accessibility, but for the
assigned reading prefer a print reader for practical and cost reasons. Online learning modules
have to be divided into small units for download.
Students in social sciences are skeptical towards use of online quizzes and tests, more than
others (result of university-wide online survey). Best strategy: open questions with model
answers
Students need training and incitation to use the communication tools: they want to see that
their teacher (and not only eTutors) participates actively in the LMS, Content has to be
updated regularly
Use new, creative methods in a holistic approach to improve teaching generally
Exploit eLearning’s potential for increased feedback, communication and participation
Set up online eLearning community for exchange
5. The way forward
Against the background of these overall positive experiences, eLearning has (despite the end of the
project) become an established part of teaching at the OSI. The majority of students are favorable to
the ongoing and extended use of Blackboard in the department:
eLearning Papers • www.elearningpapers.eu • 8
Nº 3 • March 2007 • ISSN 1887-1542

9. quot;How should Blackboard's future at the institute
look like?quot;
Blackboard should not be
used in courses anymore
11%
Blackboard should be
used to the same extent
41%
Blackboard should be
used more and more
36% intensely
Blackboard should be
offered in all courses at
the institute
12%
Fig. 4
However, students have requested for more user rights, a few technical alterations, more online
examples for research methods, more online participation of teachers and more multimedia elements.
There are still efforts to be made to really improve communication and learning atmosphere through
eLearning and other methods (see figure 2).
Consequently, the two major objectives at this stage are to enable teaching staff to manage their
online courses independently and to develop more online modules (with multimedia elements) and
templates. To this end, the faculty is currently planning a follow-up project for July 2007. The idea is to
train a new faculty-wide team of student eTutors who are then to provide content development for the
core syllabus courses and give advice, training and “best practice roadmaps” to teaching staff.
Moreover, they will explore strategies and prepare modules to enhance interactive participation and
the use of new creative didactics (creative writing, video, podcasts…).
In conclusion, we would like to underline the importance of training and infrastructure for the
successful implementation of eLearning. Quite surprisingly, it was possible to establish eLearning in
the department in the short period of only two years. However, we still struggle for true interactivity and
to adapt eLearning to the challenges in the department. Also, there are some issues to which students
of Political Science are possibly particularly sensitive to and which need to be addressed: concerns
about social exclusion, data protection and control. Moreover, what makes it more difficult to set up
eLearning content for Social Sciences is the fact that there is little “technical” knowledge, formulas or
graphic material apt for online transmission. Studies of Social Sciences are based on a vast amount of
reading, which is not always easy to handle on screen.
eLearning at the OSI is up and running, now the challenge is to explore its full didactic potential to
improve study conditions, to come up with truly innovative solutions for blended learning and “not only
use the LMS as a platform for data exchange” as one student put it.
References
Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning. Athabasca University.
Bremer, C. (2003). e-Learning Szenarien: Handlungsansaetze fuer Politik und Hochschule. Global
Journal of Engineering Education, 7 (3), 253-258.
Free University Berlin (2005). E-Learning am OSI: Zur Entwicklung von Grundlagen fuer das Studium
der Politikwissenschaft [E-Learning at Otto-Suhr-Institute: On the development of fundamentals for the
studies of Political Science], Project Report submitted to CeDiS
eLearning Papers • www.elearningpapers.eu • 9
Nº 3 • March 2007 • ISSN 1887-1542

10. Free University Berlin (2006). Erweiterung und Vertiefung: Eine Strategie für E-Learning in der
Politikwissenschaft [Extension and Consolidation: A Strategy for E-Learning in Political Science], Final
Project Report submitted to CeDiS
Results of Online Survey quot;Was bringt e-Learning für Studierende?quot; zum e-Learning Einsatz an der
Freien Universität Berlin und der Charité - Universitätsmedizin Berlin
10. Juli bis 31. Juli 2006, retrieved December 18, 2006 from http://www.e-learning.fu-
berlin.de/lehren_mit_neuen_medien/qualitaetsfoerderung/umfrage/index.html
For more information:
http://www.e-learning.fu-berlin.de
http://www.polwiss.fu-berlin.de/BB-OSI-Webseite20060105/index.html
http://www.e-learning.fu-berlin.de/e-learning_fachbereiche/fb_polsoz/index.html
Author
Katharina Schiederig
Student project coordinator, Otto-Suhr-Institut
kathischiederig@gmx.de
Citation instruction
Schiederig, Katharina (2007). Using e-learning for social sciences: practical lessons from the Free
University of Berlin. eLearning Papers, no. 3. ISSN 1887-1542.
Copyrights
The texts published in this journal, unless otherwise indicated, are subject to a
Creative Commons Attribution-Noncommercial-NoDerivativeWorks 2.5
licence. They may be copied, distributed and broadcast provided that the
author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use and
derivative works are not permitted. The full licence can be consulted on
http://creativecommons.org/licenses/by-nc-nd/2.5/
Edition and production
Name of the publication: eLearning Papers
ISSN: 1887-1542
Edited by: P.A.U. Education, S.L.
Postal address: C/ Muntaner 262, 3º, 08021 Barcelona, Spain
Telephone: +34 933 670 400
Email: editorial@elearningeuropa.info
Internet: www.elearningpapers.eu
eLearning Papers • www.elearningpapers.eu • 10
Nº 3 • March 2007 • ISSN 1887-1542