This post is trying to apply the constructivist theory (http://www.learningandteaching.info/learning/constructivism.htm, accessed 22nd Nov, 2009) to an emerging use of QR Codes in Museums.
The scenario is based on a learner visiting a museum. In many museums the learning material for an exhibit is provided via guides, and multimedia displays. The learner engages with this material, and may have the chance to engage with others (peers) and the tour guide. The majority of the self paced material is pre-structured, linear and has no explicit feedback loops.
Social Constructivism implies the learner is much more actively involved in a joint enterprise with the lecturer (teacher), their peers and others within their personal learning environment for the creation (constructing) of new meanings. The development of ideas requires the individual to be stretched to articulate new ideas and understandings. For this to work the person needs to communicate ideas and gather feedback.
So how might we change the emphasis in the previous scenario to accommodate a social constructivist learning model? How might we facilitate the learner stretching themselves, and where does QR Codes fit into this discussion?
The first part is relatively straightforward (admittedly I’m no expert, so I’d suggest following up with those who implement these approaches in museums). You need facilitate the learner accessing information created by others around the exhibit (links to wikipedia, encourage people to use a tag convention to help people find learner created content), you need to ask questions and challenge their ideas, through exposing them to ideas and interpretations (links to supporting discussion spaces and blogs). So the emphasis is assisting (scaffolding) the connecting to people and ideas, then simply providing these ideas.
I’ve included a few technologies which are commonly used to support this approach. However, the potential barrier is linking a physical learning space with an electronic. This is a particular issue with museums where the learner is often engaging with the material on their own or in small groups. To overcome this … we could use a set of QR Codes. The key is to use the technology in the individuals pocket, i.e., their phones. So, providing a QR Code which links to the discussion space (in the example above a blog), and this resource includes links to other user generated content, i.e. wikipedia, as well as RSS feeds of the agreed tag will help with the discovery process. The individual will be able to engage with others, and material to create new meanings around the exhibit.
The role of QR Codes is to provide a very easy and accessible means for people to access this material. The use of linking to one online resource, and this acts as a gateway means you don’t need to provide lots of QR Codes, and you can develop the material without having to keep replacing the QR Codes.
A note of warning, this focuses on asynchronous routes. Social constructivism requires the creation of meaning through conversation, often synchronous conversation. So, perhaps include a link to an organised chatroom ….
Museum people … would this work? is this happening already?