As LAMS is open source, it is difficult to know - as any individual or educational institution can download it and start using it and we would never know.
Some of the institutions that we know of are using LAMS to run their TBL in class or online:
- Brunel University London (UK)
- Brigham Young University (US)
- Charles Sturt University (Australia)
- Duke-NUS Medical School (Singapore)
- Edith Cowan University (Australia)
- Griffith University (Australia)
- IE University (Spain)
- Lee Kong Chian School of Medicine (Singapore) - Students Guide to LKC's TBL video - Teacher's intro to TBL video
- Mohammed Bin Rashid University Of Medicine and Health (Dubai, UAE)
- National University of Singapore (NUS - Singapore)
- Ngee Ann Polytechnic (NP -Singapore)
- Nottingham Trent University (UK)
- Pontificia Universidad Católica de Chile (Chile)
- Rikkyo University (Japan)
- Singapore Polytechnic (Singapore)
- St. Luke's Medical Center College of Medicine (Philippines)
- Tampere University (Finland)
- The Technological University of the Shannon - TUS (Ireland)
- Universidad Católica del Uruguay
- Universidad de Chile
- Università di Genova (Italy)
- Universidade NOVA de Lisboa (Portugal)
1 Million Lesson Delivered!
During 2020, LAMS delivered 1 million lessons worldwide from these and other educational institutions that we collaborate and do research with. We believe that about 1/4 of these lessons were TBL lessons.
Yes. Any TBL design can be run as a synchronous or asynchronous TBL.
The main different is how you manage the timing of the activities, the communication and the tools use to facilite the interactions.
Not only you can reuse it in any other course you teach using LAMS, but you can also export your TBL design and share it with other teachers. Here are some examples of TBL designs created in various fields.
Yes. Once you save your design, you can export it to keep a copy for yourself or send it to another teachers.
You can also share your designs with the LAMS Community, a community of LAMS teachers from all over the world that have shared over 4,000 learning designs that use TBL, PBL and tons of other teaching strategies.
There's a few settings that make summative assessments for TBL easier. Check the Scratchie tool for the setting
"Require double click to reveal an answer"and other advice on preparing questions for summative assessment.
Very short answers questions (VSAs) and the collaborative document tool doKu are particular innovations to TBL created by LAMS and based on research project we've done recently.
Also you can use Mark hedging question types, which it is a variation of MCQs.
Mark hedging questions are essentially MCQ question (Single best answer questions). The main difference is that when the question is rendered to the students, in the MCQ case, students are to select one single answer. Whereas for Mark hedging questions, students can split or distribute the marks across the available answers.
In the traditional MCQ, students are to select only one possible answer:
Typical MCQ question rendered to students
With Mark hedging questions, students are able to distribute the available marks between the available answers -in this way "hedging" with their marks.
Mark hedging question type
While some might argue that point/marks spreading across answers might be confidence testing, hedging or betting marks is technically not confidence based learning.
You have access to the Question Bank from LAMS Author or from your course page. Once you access the Question Bank you are able to organise your questions in Collections that better serve your assessment management organisation.
Here's an example on how you add a question to the Mighty Question Bank:
Adding question to the Mighty Question Bank