Iwmw10 b3 ramsden_qr_activities

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  • N = 1800 17% of our FTE
  • The background is a course redesign based around effective uses of technology.    It is on a first year course,  over 100 odd students,  some outside the department,  with a 2 hour lecture and online seminars.    The assessment is one piece of coursework and an unseen exam. It is a semester unit (so around 12 teaching weeks).   See handout (word doc)   Also … cross reference with work of Christine Edmead … used ARS with questions drawn from quiz. Indicated to students their performance was poor, and motivated them to start engaging (using) the moodle quiz for formative assessment.
  • N = 1800 17% of our FTE
  • N = 1800 17% of our FTE
  • Nov to Dec 2009 Total 2765 students completed the survey from across the four institutions. The gender division was 51% female, and 49% male. The age breakdown indicated 76% where 18-22, 16% were 23-29 and the rest over 30.
  • N = 1800 17% of our FTE
  • Iwmw10 b3 ramsden_qr_activities

    1. 1. Designing, developing and testing a location aware learning activity using QR Codes IWMW 2010 – University of Sheffield 13 th July, 2010 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/andyramsden http://go.bath.ac.uk/e-learning eatbath-present andyramsden URL http://blogs.bath.ac.uk/qrcode
    2. 2. Getting started <ul><li>Outputs – summary on </li></ul><ul><li>http://blogs.bath.ac.uk/qrcode </li></ul>
    3. 3. Participate in QR Code based activities
    4. 4. what is a QR code? A QR Code is a matrix code (or two-dimensional bar code) created by Japanese corporation Denso-Wave in 1994. The &quot;QR&quot; is derived from &quot;Quick Response&quot;, as the creator intended the code to allow its contents to be decoded at high speed. QR Codes are common in Japan where they are currently the most popular type of two dimensional codes. <ul><li>An ever increasing number of tasks can be achieved using a QR code. The core ones are, </li></ul><ul><li>Link to web site </li></ul><ul><li>Send an sms to a phone </li></ul><ul><li>Transfer a phone number </li></ul><ul><li>Provide more text </li></ul>A QR Code effectively and efficiently connects the physical world and the electronic URL http://blogs.bath.ac.uk/qrcode
    5. 5. what is involved? <ul><li>QR Code Generator </li></ul><ul><li>A task / activity which is appropriate for a small screen device </li></ul><ul><li>Camera phone </li></ul><ul><li>Good connectivity </li></ul><ul><li>QR Code Reader </li></ul><ul><li>Money </li></ul>A QR Code Reader http://www.tigtags.com/getqr A QR Code Generator http://www.bath.ac.uk/barcodes The following example, illustrates scanning a QR Code, adding it to your favourites and accessing the web site: http://www.bath.ac.uk/lmf/download/26048
    6. 6. QR Codes in T&L QR Codes only QR Codes with other tools e-Admin e-Learning Sign up for SMS news alerts using QR codes Classroom formative feedback Subscription to a rss news feed Within library catalogue Inclusion within web pages (bookmarking) JIT content in lectures (links, slides etc.,) Appended to Moodle print outs Handbooks linking to online resources Campus / Library Inductions Video (youtune) user guides vCard / Office Hours Augmented reality gaming http://blogs.bath.ac.uk/qrcode
    7. 7. Improving the feedback loop <ul><li>Contact details of the author(s) </li></ul><ul><li>name, email, phone number </li></ul>Visit their blog and leave a comment, and/or read comments left by other people URL TXT Text comments about the poster to their mobile phone (or text service) SMS URL http://blogs.bath.ac.uk/casestudies Use QR Codes to improve the feedback loop through reducing the barriers involved in a person commenting on a poster or exhibit. Use of the QR Code facilitates the effective completion of the task on a phone.
    8. 8. A small scale, low tech learning activity
    9. 9. Background: designing in the blend face to face teaching online activities
    10. 10. Question design and implementation In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. Class-wide Discussion Dufresne Sequence 1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains &quot;correct&quot; response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
    11. 11. Do it
    12. 12. Evaluation Would the learning experience be improved if I just gave you the data set and didn't employ QR Codes? Explain your answer
    13. 13. Are students aware of QR Codes? <ul><li>Do you know what a QR Code is? </li></ul><ul><ul><li>Yes: 39.8% (13.8% in 2008) </li></ul></ul><ul><li>Have you accessed a QR Code? </li></ul><ul><ul><li>Yes: 9.6% (2.2% in 2008) </li></ul></ul><ul><li>The most common action was </li></ul><ul><ul><li>Web site – 332 responses </li></ul></ul><ul><ul><li>Read more text – 112 responses </li></ul></ul><ul><ul><li>Accessing a multimedia file – 111 responses </li></ul></ul>The hypothetical scenario was an alterative of entering a web address using the phone keyboard. The responses indicated just over half the people thought it was more appealing (very appealing 20%, appealing 36%) to enter the information via scanning the QR Code compared to manually entering the information. Only 16% thought it was not appealing (not appealing 9% and not at all appealing 7%). This implies students perceive a benefit of scanning qr codes as a means of accessing information compared to manual text entry.  
    14. 14. Would they use them? Would you spend your own money on accessing learning materials on a mobile phone?
    15. 15. Your turn to design an activity Step 1: write storyboard for your activity Step 2: mix groups – share what doing, how might improve Step 3: back in groups – report & redesign Step 4: present to all – final plans (flip chart) Step 5: create the QR Codes
    16. 16. thank you Andy Ramsden [email_address] eatbath-present andyramsden URL http://blogs.bath.ac.uk/qrcode

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