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
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
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 "correct" response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
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
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14. Would they use them? Would you spend your own money on accessing learning materials on a mobile phone?
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. thank you Andy Ramsden [email_address] eatbath-present andyramsden URL http://blogs.bath.ac.uk/qrcode
Editor's Notes
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.
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