Lengo has a variety of uses, see how it works in a variety of contexts.

Supporting training and performance management

Mike has recently joined a global bank which has a strong culture of supporting professional development linked with performance management. The Human resource department has deployed Lengo in all their offices globally to track and improve performance of staff. The platform allows Mike to assess progress against set of objectives and competencies which feed into his annual performance management review process. This allows planned review meetings with managers to be very objectives supported by good data to support performance, identify areas of improvement and strengths. It provides the managers with live data on the progress Mike is making and how this compares with others in the company. It allows Mike to reach out to others for support and advice and Lengo encourages transparency in the annual review process.


Supporting 21st Century skills development

As the new educational director for the region, Adel has to somehow address the challenge of ensuring students not only learn subject content and pass their national examinations, but also develop other core skills essential for learning and life in the 21st Century, such as critical thinking and problem solving, collaboration and communication, creativity and innovation, leadership and development, citizenship and digital literacy. It has long been recognised that there is a tension between the two in terms of planning, delivering and assessing. By using Imagine Education’s Point of Learning system, Adel has enabled educators to track and award 21st Century Skills whilst still delivering the more traditional subject based curriculum.


Supporting training and employment

Thaksin is a local builder from Malaysia. He wishes to become a civil engineer and to be able to get work on the new factory being built in his town. Thaksin has a Point of Learning card that he has held since he started school. All of his educational successes, both in and out of school, have been recorded on the national Point of Learning system through his learning credits card. Having exceeded the expectations of his school, Thaksin has accumulated learning credits that he cashes in to get access to the course he needs for qualifying as a civil engineer. Thaksin has built up this credit over the years by using his card to accumulate learning credits in school, at his judo club, when working on building sites, and in a range of other contexts. Thaksin’s re-training not only benefits his longer term economic prosperity but also that of his country as he will provide the workforce skills required to complete the new factory.


Supporting development

Diana is a volunteer for the Red Cross working in Haiti. After attending a workshop from the American Red Cross on helping citizens recover from the effects of earthquakes, Diana is in the field talking to displaced people. She uses her Point of Learning card on a terminal in a temporary office to record her activities. Diana’s supervisor has seen her talking calmly with survivors and he uses the app on his smartphone to award Diana credit for exhibiting the Red Cross behaviours that are valued so highly. This accumulation of credits will allow Diana to progress to the role of supervisor herself.


Supporting cross curricula attainment

Maria is teaching grade 7 children about shapes. She arrives at her class, turns on the Point of Learning device and touches her teacher card on the screen and selects the register option. As students enter the room they tap their card on the device, every student has been registered and Miss Maria selects her lesson objectives from the Point of Learning device. After Maria has set an investigation into shapes, Lucy is confident she knows exactly how to describe them. Maria walks around the classroom supporting the children. After listening to Lucy, she asks Lucy to scan her learning card on her Point of Learning device. Lucy goes to the device and touches every learning objective she has achieved gaining instant recognition for what she has learned. Philip is not so sure, he asks Lucy to peer coach him on the other shapes that they are studying. Lucy checks Philips progress and helps him to realise that he has done better than he had thought. Lucy and Philip use their learning cards to credit his learning and her coaching. Maria loves the system and her marking time is reduced! 3 weeks later, Lucy is in Mr Brown’s art class. They are studying the painter Piet Mondrian. Lucy identifies squares and rectangles in his paintings and Mr Brown goes to the maths assessment and credits Lucy for understanding shapes. He asks Lucy to scan her card. Lucy’s parents view her assessment record and can see that she has assessed herself, and also been assessed by some of her classmates, and of course, her teachers. Lucy’s parents can view her real time assessment record online and can see she is learning and applying her knowledge in new contexts.


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