Integrated Learning Systems - An Introduction

Integrated Learning Systems (ILS) are computer-based systems for the delivery of curriculum material, via an individualised programme of study. They are relatively new to the UK, although they have existed in North America for around 30 years. Advances in computer technology mean that these systems now offer teachers a powerful set of tools to assist in the development of basic numeracy and literacy. Pupils using these systems have been shown to perform significantly better than equivalent control groups.

Introduction

ILS could be used to deliver any teaching material. However, they tend to focus on basic skills, in particular, literacy and numeracy. One such ILS is SuccessMaker, which is marketed in the UK by RM and is aimed at ages 5-14. The hardware and software needed to run an ILS are expensive, however the learning gains can be impressive. Performance gains in mathematics of up to 20 months, have been reported over a research period of only 6 months.

Using an ILS does not automatically guarantee success. Experience has shown that some implementation models work much better than others. Careful consideration must be given to planning, installation, training and operation of the new system, if its potential gains are to be achieved.

What is an ILS?

An ILS is made up of two components, Computer Aided Instruction (CAI) modules (often called courseware) and a Management System.

The CAI modules present the teaching material in a similar way to existing educational software. The Management System keeps records of the students' performance and, in the case of SuccessMaker, moves them through the levels of difficulty as appropriate. It also allows the teachers to set up (configure) all the different course options, to suit their own teaching styles and the needs of their pupils.

Learning with an ILS

The key features of an ILS are as follows:

Each pupil has an individualised learning programme. If they perform well, they can make rapid progress onto higher levels of difficulty. If they experience problems, they are given more practice and may also be given additional tutorials and support questions on the various skills needed to deal with a particular topic.
Teachers have access to a lot of data for monitoring pupils' progress. This will highlight pupils who are experiencing difficulty and who are in need of additional support. This data is gathered automatically and can be printed out in a series of different reports. The Management System may also predict future performance, which can be useful when drawing up IEPs for pupils with statements of special need.
Pupil performance is constantly monitored by the Management System. SuccessMaker then takes remedial action, whenever this is appropriate.
Pupils get immediate feedback after every question. This can raise motivation and accelerate learning.

Models for Successful Implementation

The school should have clear curriculum objectives for the ILS, for example to raise the level of basic skills of all Year 7 and Year 8 pupils, prior to starting their GCSE courses.

Careful thought should be given to the staff who will be involved with the ILS. Since proper use of the ILS is likely to have timetable implications, there should be a member of the senior management team who has overall responsibility for the successful implementation of the system. Without such a person, pupils are unlikely to get the number of ILS sessions they need each week and the potential benefits are much reduced.

Subject specialists should be responsible for managing their own classes. An ILS does not have to be managed by an IT specialist. Managing an ILS is not the same as managing a computer network. The former requires technical skills, whereas the latter is curriculum oriented. It may be more appropriate for subject specialists (e.g. the heads of English and mathematics in a secondary school) to lead-manage the ILS.

It is vitally important that the staff who will use the system, receive thorough training. Each teacher must understand how to use the system features, in conjunction with their own professional skills, in order to achieve the best results for their classes.

More than one person should be involved in leading the management of the ILS, so that there is always an in-house "expert" available, regardless of staff absence/turnover. All the staff involved should have some degree of enthusiasm for the new system and it is likely that they will have had some input into the initial planning process.

Pupils should have regular access to the system. Five sessions per week, of about half an hour each (i.e. one per day) have been shown to work best. The session could be divided up so that 10 minutes is spent on mathematics, 10 minutes on reading and 5 minutes on spelling, leaving 5 minutes for classroom management. The optimum session lengths for each course, which are generally between 10 and 20 minutes, may seem short. However, it should be remembered that the pupils are working in a highly concentrated way during this time.

The Benefits of an ILS

The benefits that can be achieved through the use of an ILS can be summarised as:

Significant learning gains in mathematics
Significant learning gains in English
Improved motivation and attitude to work
Improved performance in all curriculum areas because of the first three benefits

Finding Out More

Any school that is considering using an ILS must research it very carefully, because of the demands on funding and the timetable. Probably the best starting point is the National Council for Educational Technology (NCET) who have been involved with a series of long-term research programmes into the effectiveness of ILS. They have produced two reports, the second of which is particularly worth purchasing:

1. Integrated Learning Systems - A report of the pilot evaluation of ILS in the UK
2. Integrated Learning Systems - A report of Phase II of the pilot evaluation of ILS in the UK

These reports discuss ILS in general and the results of research into their effectiveness. They compare the three main systems that are available in the UK, looking at pupil performance, relative costs (but remember that computing costs change rapidly, so check with suppliers for the latest prices) and other key issues.

Contact Information

NCET:
Milburn Hill Rd, Science Park, Coventry CV4 7JJ
Tel: 01203 416994, Fax: 01203 411418

RM Learning Systems:
New Mill House, 183 Milton Park, Abingdon, Oxon OX14 4SE
Tel: 01235 826700, Fax: 01235 826871

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Author: Mark Baker, e-mail mbaker@rmplc.co.uk
Last revision: 2nd May 1997