Integrated learning systems:
are hardware/software solutions designed to deliver instructional content. The effective delivery of that content is measured, monitored, and maintained with an array of assessment and management tools that may also be part of that system.

Integrated learning systems are generally associated with educational/academic environments, but are also deployed within private industry, for example, as a way to introduce employees to new, mission critical systems and software applications.

As opposed to static online help or even animated tutorials, integrated learning systems are highly interactive and are designed to provide feedback as to progress and grasp of the subject matter at hand. Built-in tools further allow executive management or instructors and trainers to monitor and measure a student's progress. - Wikipedia

Two examples of integrated learning systems are Pearson Digital Learning's SuccessMaker and the Waterford Institute's Waterford Early Learning Program.

Four Major components of ILS - They are designed to:1. Be highly interactive for learner 2. Provide feedback to student to increase retention and understanding. 3. Measure and monitor students progress for management or instructors. 4. Be computer assisted.
Educational Applications and Evaluations:The link below to Pearsons SuccessMaker Integrated Learning System shows a video and the teachers interviewed in the video really liked the fact that this particular system aligns itself with standards and standardized tests and tests have shown improved performance by the students. Another benefit of these systems is they are designed so that the students learn at their own levels based on pre-testing so the system is customized to the level of each individual student. Some argue these are just drill and practice programs under a different name however there are major differences. "This work may appear to resemble activities that students do in off-the-shelf, drill-and-practice programs; however, two critical distinctions exist. First, integrated learning systems are more extensive in their scope of instruction. In other words, they present many more exercises, and the exercises follow scope-and-sequence patterns of instruction found in traditional textbooks. Second, integrated learning systems regulate students' progress. They track students' progress in completing the exercises. Students' varying degrees of success in completing the exercises determines which set of exercises will be delivered next. Students' work and progress also are summarized in a student file for teacher review. In the best appropriation of integrated learning systems, the teacher uses this information about class progress to augment offline instruction." - (North Central Regional Educational Laboratory) There are several important elements in order to have an effective Integrated Learning System supported by research and published by North Central Regional Educational Laboratory "Recent research efforts examining the effectiveness of integrated learning systems provide useful advice about the conditions necessary for successful integration. When not truly integrated within the curriculum—for example, when they are used as adjunct activities, or when teachers don't chart progress and use results to complement curricular efforts—integrated learning systems have no positive effect on student achievement or attitudes (VanDusen & Worthen, 1994). Some experts suggest that thorough implementation of an integrated learning system requires a minimum of 45 minutes and four lessons per week in a given subject area as well as high levels of teacher integration. Good teacher integration means that the teacher adjusts the classroom lesson to complement the lessons and the student's progress within the integrated learning system. Research also indicates that students who participate in learning activities using integrated learning systems spend more time actively engaged in the learning tasks than their counterparts who are engaged in the same offline learning tasks in traditionally structured classrooms (Worthen, VanDusen, & Sailor, 1994). Interestingly, when pairs of students work cooperatively to complete exercises in an integrated learning system, they outperform their counterparts who use the system on an individual basis (Mevarech, 1994). A striking result comes from studying how integrated learning systems influence learning in the extremes of the distribution. High achievers and low achievers benefit more and significantly so, compared to midlevel achievers (Osin, Nesher, & Ram, 1994) although high-level achievers gain the most (Hativa, 1994). This effect may be due to the fact that most teachers address their instruction to the class average. Thus, note Osin, Nesher, and Ram (1994), "by matching instruction to every pupil's needs, the computer is providing a service that is not available in the regular classroom environment, to the pupils in the extremes of the distribution" (p. 63).

Sources / Resources / Power Point:

Pearsons SuccessMaker Integrated Learning Systems Video
History and Research
A negative
Integrated Learning