This document discusses using QR codes to enrich the ESL classroom. It begins with background on QR codes, originally created for the Japanese auto industry. QR codes can accommodate different types of learners and increase engagement with authentic materials. The document provides examples of how QR codes can be created and scanned, then lists classroom activities they can be used for, such as pronunciation practice, listening exercises, and review activities. Potential issues are noted, such as the need for student smartphones and noise control. Overall, the document argues that QR codes provide a convenient way to access various media and information to enhance ESL learning.
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AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM S...debbieholley1
There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
Presents a practical framework for choosing a digital tool that will work for your curriculum including some examples of new and exciting digital tools. Prepared for Stanford Course EDUC 208B, taught by Denise Pope in winter 2016
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Enriching the ESL Classroom with QR Codes
1. Enriching the ESL
Classroom with QR
Codes
Tristan Thorne
American Language Program, Columbia University
November 15, 2014
(This is a QR code)
2. Background
“QR” is short for “Quick Response”
Initially created for the Japanese auto industry in 1994
by Denso Wave
Basically, a fancy barcode
Typically used for marketing and disseminating
information – keep your eyes peeled!
3. QR Codes and the Themes of this
Conference
Equity
“Eye” vs. “ear” learners: A variety of input can accommodate
different kinds of learners (Reid, 2006). Add to
this distinction the notion of “kinesthetic” learners in order to
address the needs of all students (Hafernik &Wiant, 2012).
Engagement
Authentic materials can augment students’ “on-task behavior,
concentration, and involvement in the target activity more than
artificial materials” (Peacock, 1997, p. 152).
Enrichment Teacher-made
materials can be meaningfully tailored to the particular group of
students (Brown, 2007).
4. More Specifically...
Easily access authentic materials inside and outside of the
classroom
It’s much more convenient than typing the URL for a website
Engage in an authentic form of media interaction
Introduce a wider variety of information in myriad forms
Allow for communicative and collaborative learning
Pique students’ curiosity
Give students more control over their learning
Save paper
The process is 100% free
Get students to use their smartphones for learning
5. Student Testimonials
“It saves the number of paper to print long articles”
“It is fun to use this technique rather than only textbooks in a
traditional class”
“It makes the in-class activity more interactive”
“It is easy to understand how it works”
“Using QR codes in a competition in class motivates our
interests in the topics”
“It’s also very convenient for students to communicate with
each other”
6. Creating and Scanning
To create:
1A. Link websites for audio, video, and pictures:
http://qrcode.kaywa.com (Click on “Static,” and then
“Generate”)
1B. Link text: http://goqr.me
2. Copy and paste the QR code into whatever document or
presentation you’re making
To scan:
1. Download the free app “i-nigma” on your smartphone
2. Open i-nigma and scan the QR code
7. Linking Directly to a Picture Found
Online
1. Right click on the image
2. Select “Copy Image Address”
3. Paste the image address in http://qrcode.kaywa.com
8. Making Audio QR Codes
Register for a free account at www.audioboom.com
Record short audio clips and link their individual websites to a QR
code
Some ideas for what you can record:
a. Reading students’ written sentences for dictation and error
correction
b. Describing different pictures for matching to similar pictures
c. Bits of a news report or podcast for audio reordering
d. Reading a poem for rhythm shadowing practice
e. Song samples for gap-filling exercises
10. Classroom Examples
Pronunciation in groups
Listening for main ideas and details
Describing a picture or process
Activating schema
Error correction
Skimming and scanning
Review activities
Using context clues to put audio snippets in order
Adding a layer to synthesis tasks
16. Other Ideas
Include a QR code on all handouts for post-lesson
review
Instead of pasting a black-and-white image to an
article, include a QR code of the picture
If you don’t use a website to give homework
assignments, hand out a small piece of paper with a
QR code and task
18. Potential Issues
Students must have smartphones (but not necessarily
every single student)
The class can get a little noisy if not structured carefully
There is a limit to the amount of text you can put into a
QR code before the QR code becomes impossible to
scan
“Use technology to support the pedagogical goals of
the class and curriculum” (Brown, 2007, p. 200)
19. References
Brown, H. D. (2007). Teaching by principles: An interactive
approach to language pedagogy. White Plains, NY: Pearson
Education.
Hafernik, J. J., & Wiant, F. M. (2012). Integrating multilingual students
into college classrooms: Practical advice for faculty. Tonawanda, NY:
Multilingual Matters.
Peacock, M. (1997). The effect of authentic materials on the
motivation of EFL learners. ELT Journal, 52(2), 144-156.
Reid, J. (2006). ‘Eye’ leaners and ‘ear’ leaners: Identifying the
language needs of international students and US resident writers. In
P. K. Matsuda, M. Cox, J. Jordan & C. Ortmeier-Hooper (Eds.),
Second-language writing in the composition classroom: A critical
sourcebook (pp. 76-88). Boston, MA: Bedford/St. Martin’s.