The evaluation of the de Bono LAMS sequence

Abstract

Summary form only given. This presentation reports on a study in progress, which evaluates the feasibility and effectiveness of implementing the de Bono LAMS sequences into first-year Teacher Education units. It presents initial student engagement data and explores teacher and student perceptions. The preliminary findings show that students' willingness to engage with non-assessed educationally purposeful learning activates is generally low. However, students who visited the LAMS virtual learning space and engaged with one or multiple of the de Bono LAMS sequences not only responded positively to the learning experience, but also generally achieved above-average grades. An unexpected finding was that teaching staff were resistant to promoting and engaging with educationally purposeful learning activities generated in LAMS, an unfamiliar virtual learning environment, and sceptical about its value-adding nature.