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Hstry's first pilot of their timelines in classrooms in the UK took place at Kingston Grammar School in June 2013. Here is the full report.
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pilot of education product at Kingston Grammar School
28th June 2013
SETTING
1952 GREAT SMOG OF LONDON
2 classes • 13 years old • 14-15 years old
One computer per student
GROUP 1
14-15 years old
80 minute class
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)
GROUP 2
13 years old
45 minute class
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)
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
SURVEY RESULTS
Points of improvement
More social features
Comments
Hashtags
More multimedia
Video
Audio
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
Q2 – WAS THE TIMELINE EASY TO UNDERSTAND?
NO STUDENT thought it was DIFFICULT or VERY DIFFICULT
Q3 – How helpful was the timeline in your understanding of the Great Smog?
HELPFUL for 98% of students
Q4 – Did you have enough time to read through the timeline?
Many students felt they did NOT have enough time.
Q5 – What part of the class did you enjoy the most?
TIMELINE, PICTURES and TEACHER are the most popular
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
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
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
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?
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
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
CONCLUSION
the product we piloted has a lot of POTENTIAL and its presence in classes can become a REALITY.
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