Download - Hstry Education Pilot - June 2013
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pilot of education product at Kingston Grammar School
28th June 2013
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SETTING
1952 GREAT SMOG OF LONDON
2 classes • 13 years old • 14-15 years old
One computer per student
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GROUP 1
14-15 years old
80 minute class
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GROUP 1 - SCHEDULE
Video on projector (3 min)
Background information about Great Smog by teacher (10 min)
Timeline exploration and quiz (30 min)
Discussion of timeline (10 min)
General questions about Great Smog (10 min)
Discussion of questions (10 min)
Survey (5 min)
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GROUP 2
13 years old
45 minute class
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GROUP 2 - SCHEDULE
Video on projector (3 min)
Background information about Great Smog by teacher (5 min)
Timeline exploration and quiz (15 min)
Discussion of timeline (7 min)
General questions about Great Smog (5 min)
Discussion of questions (5 min)
Survey (5 min)
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SURVEY RESULTS
40 completed surveys by students
Encouraging results
Students could relate to the format
“It’s like Facebook” – a student
Students liked the interactivity
Majority thought it was better than learning through textbooks
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SURVEY RESULTS
Points of improvement
More social features
Comments
Hashtags
More multimedia
Video
Audio
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Q1 - HOW DO YOU RATE THE TIMELINE?
7.9 out of 10 on AVERAGE
70% of students gave 8 OR MORE
0%
10%
20%
30%
40%
1 2 3 4 5 6 7 8 9 10
% o
f st
ud
en
ts
Rating
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Q2 – WAS THE TIMELINE EASY TO UNDERSTAND?
NO STUDENT thought it was DIFFICULT or VERY DIFFICULT
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Q3 – How helpful was the timeline in your understanding of the Great Smog?
HELPFUL for 98% of students
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Q4 – Did you have enough time to read through the timeline?
Many students felt they did NOT have enough time.
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Q5 – What part of the class did you enjoy the most?
TIMELINE, PICTURES and TEACHER are the most popular
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Q6 – What could be included in the timeline to make it better?
0%
10%
20%
30%
40%
50%
60%
Social features More multimedia Easier navigation Improvementsconcerning content
More informal style
% o
f st
ud
en
ts
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Q6 – What could be included in the timeline to make it better?
More social features
Comments
Hashtags
Videos
More interactivity
Easier navigation of timeline
More informal style of writing
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Q7 - Do you think that reading about a historical event in this format is better or worse than reading a textbook?
88% think the format is BETTER
Better
Worse
Neither
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90% found it more engaging
More interactive
Easier to relate to
First-person narrative
40% thought it improved their learning
1 student missed more descriptive texts
Q7 - Do you think that reading about a historical event in this format is better or worse than reading a textbook?
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TEACHER FEEDBACK
hstry should PATENT the teaching method
Robert, KGS History Teacher “Fantastic tool, would be better if teachers could adapt the content.”
Julian Davies, KGS Head of History “The timeline was a success and my students enjoyed it.”
hstry should follow the NATIONAL CURRICULUM
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WHAT WE LEARNED
timeline in itself will NOT FULLY REPLACE teaching
more quiz-type questions in timeline
possibilities of extending to other subjects
Geography
Religious studies
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CONCLUSION
the product we piloted has a lot of POTENTIAL and its presence in classes can become a REALITY.