Kemnal Technology College

1. Kemnal Technology College Learning Design at Kemnal Technology College 14th April 2004 Christian Markham

2. Kemnal Technology College. KTC History: • 11-19 All boys comprehensive. • 30% free school dinners. • 60% of pupils have a reading age below their chronological age. • 11th most improved school in the country. • Leading school status. • KS4 results 2001: 36% A*-C 2002: 56% A*-C 2003: 50% A*-C 2004: Target 60% A*-C

3. e-learning at KTC. • 70 interactive white boards. • All classrooms with desk top machines. • All staff with Laptops computers. • Use of a VLE. • Use of CMIS. • Learning Design using LAMS.

4. Learning Activity Management System. • LAMS (Learning Activity Management System) is a new approach to e-learning based on sequences of collaborative learning activities. • Inspired by the concept of “Learning Design”, it provides a visual authoring environment for the development of activity sequences. • LAMS has a unique learner run-time environment and a teacher-monitoring environment. • LAMS allows the capturing of the educational process rather than just content.

5. LAMS at Kemnal Technology College We have been working with; James Dalziel (Chief Executive from Web MCQ) Professor Diana Laurillard(Head, e-learning Strategy Unit, Department for Education and skills) Specialist Schools Trust What LAMS is all about at Kemnal Technology College; LAMS is a tool who’s content can be customised It is easily adaptable with the ability for re-use It can promote cognitive skills to improve learning It is a vehicle to engage all students in a lesson through a medium they understand

6. Phase 1: Initial Pilot Programme Putting LAMS into context Our need for collaborative learning – using LAMS as a tool: We asked ourselves the following questions: Do teachers control all the learning in the classroom? Do teachers really allow students to express their opinion? If a student was allowed to voice their opinion, would they in front of others? Can students influence the learning process? Can the use of ICT improve on student’s confidence to communicate? Finally: Through LAMS we can unlock a student’s potential to maximise their own performance We can use LAMS as a tool to help students learn rather than just teaching them.

7. Staff involved: Range of mixed ability and set classes at Key Stage 3 – Basic feedback Andy Parry (ICT) Topic of ‘Adventure activities’ Michelle Draper (Food Technology) Topic of ‘Who To Invite For Dinner’ Some work with some 6th formers - Feedback in more detail Christian Markham (Geography) Topic of ‘Our Environment’ Graham French (Science) Topic of ‘Rollerball’ Phase 1: Initial pilot programme:

8. 59% will only answer questions if they have to 16% will try and just keep quiet 25% will contribute 43% of students just don’t want to look like a ‘square’ 41% would worry that there may be a chance that they are wrong 16% would respond 66% of students agreed to 5-6 times a week 22% feel that they hardly ever get the opportunity 12% thought they frequently discussed work Phase 1: Initial pilot programme: Student's points of view with discussion before using LAMS: Q In your lessons, when questions are asked to the class, how often do you contribute? Q Why would you not respond to a question – when you know the answer? Q How often are you encouraged to discuss the work as a class?

9. Compared to 84 % before using LAMS Phase 1: Initial pilot programme: Feedback from our Year 7 students after using LAMS: • 67% of students felt they could now be more honest with all their answers • 45% of students felt more enthusiastic regarding the work as they helped with choices being made • 78% of the students participating in the pilot scheme would be interested in using LAMS with other subjects. • 17 % of students felt worried about voicing their opinions Feedback from our sixth formers: • They found that LAMS was an easy program to use • Message boxes tell you if you have missed something out • Good use of colour – this reflects on the user as a friendly environment • LAMS is extremely useful to help students to speak out more

10. From September 2003 we have started to incorporate LAMS into other departments: Phase 2: Incorporating LAMS into all departments We are now delivering lams through all departments: Involving 16 staff ICT / Maths A Parry / V Hughes / G French History C Metz Technology M Draper / C Hasting Geography C Markham English C Winder / J Murphy Science E Estruch / G Gill / G French / M Lewis MF Languages F Callens Drama B Lee-Smith RS P Berry • Within 1 Year, we plan for all departments to incorporate LAMS, with at least 20 staff involved, thus giving us 600 students experiencing LAMS

11. Potential advantages for incorporating LAMS at Kemnal Technology College • Students can tap into their existing skills with a medium they already understand • LAMS is a mechanism to engage all students into the lesson • LAMS provides the vehicle for cognitive learning • LAMS enables independent learning by removing the traditional student and teacher relationship • LAMS allows the capturing of the educational process rather than just content. Ultimately: Using LAMS to potentially improve on our KS3, KS4, and KS5 results

12. These will become regional centres Looking Forward • Our core team are to be accredited as LAMS trainers at Macquarie University • Accredited LAMS ‘Fast Track’ trainers • Kemnal Technology College to be awarded ‘Centre of Excellence’ for delivering and training of the LAMS software June & July 2004: • Opportunity for 100 schools – 2 members of staff for 1 day training • 12 of the schools are to be identified for fast tracking – 2 members of staff for 2 days additional training • Oxford University / Oxford Brooks / Cambridge University – 2 members of staff for 1 day training and 2 days additional Fast Track training Link 2 Link