QR codes at Bath

Well I ran a staff development session today which included a set of activities around decoding QR Codes for the participants to achieve key the learning objectives. See an earlier post for more details. To recap, this is problem based learning with big dollop of social constructivism. The learning outcomes where to be able to explain to a colleague what a qr code is, how to create on, how are they being used in an educational context, how might you use them. A secondary objective was to get them scanning codes, and trying to achieve the tasks, getting stuck and working it out.

A few observations for those who might wish to adopt a similar approach. Firstly, it seemed to work, very few had heard of qr codes before, by the end two had installed readers on their phones, a few had quickly developed potential applications, and they’d all got up, walked, scanned helped each other and when we re-visited the questions post session we were able to add lots more rich content.

So, what might I do better next time? I’d focus more of the activities around the quickmark iphone qr code reader. For instance, you can create QR Codes on the device, save it to your photo albums and then I uploaded to flickr !!! This liberates you from having to use a PC or phone web browser. I didn’t realise this … very cool. Also, sharing with other people via facebook etc.,

I provided no support material, ie., how to use the qr code reader, iPhone etc., just left it to them (10 second show to people in groups). In the end it worked, they worked it out. It also started a really interesting conversation around the differences in using URL QR Code (simply point you to a web site), and the superior usability of using a Text QR Code with textual context and the link. However, this would require them cut and pasting the url manually into a web browser. This requires more technical awareness. However, it is a very good hook to discuss implementation issues.

I’d include a few more SMS based activities. There was one, but people didn’t seem happy to actually send the message. I’d like to try developing a set of SMS decision activities, and use a QR Code to drive the activity. Alternatively, link in a sms survey.

I’d get them to finish the activity in terms of submitting their thoughts into the comment area on the wiki. Again, this was there, but people didn’t do it. However, in the debrief many people wanted this functionality.

So a lesson is … don’t forget many people will not take the risk and push the button to see what happens – I don’t understand that myself – so you need to design this into your activities.

Support the people who would like to install QR Code Readers on their own device. I think I’ll include some text on the print outs which directs them to http://www.tigtags.com/getqr and specific reference to QuickMark

The links to the PDF documents in OPuS seemed to be a little too much, i.e., people seemed to respond better (actually read) a QR Code URL which inked them to text material on web site. Therefore, I’d take some of the key messages from our working papers and write a set of FAQs, and host these online.

Overall, a success. Especially, compared to the previous method where I tended to present answers to the questions. I’d recommend this approach as a very effective staff development model.

In a previous post I discussed the use of QR Codes within a face to face learning activity. For this to be a success, a key question is, will staff be able to engage with the activity? In particular, do they own the appropriate type of mobile phone, and are they will to spend their own money on these learning activities?

To try to get an insight into these questions I recently surveyed staff in the Learning and Teaching Enhancement Office (thank you to those who responded).  I got 16 responses (out of a possible 22). OK, it might not be a representative sample, however, it does give some very interesting insights, which we the staff developer needs to consider when designing our learning activities.

Firstly, can they access QR Code learning activities on their own devices? The following evidence suggests they can. To complete a QR Code learning task, you need a device with a camera, and have good possible accessibility to the web (most QR Code tasks require access to online materials). The following responses indicate they tend to own a camera mobile phone (14 out of 16), they own high spec phones with wi-fi capabilities (8 out of 16), and half the respondents had data tariffs.

A very interesting response was on the topic of staff having to spend their own money on learning activities. There was a very strong  message (from a group who are very committed to staff development), where 10 out of 16 would be unlikely, or very unlikely to spend there own resources to participating in the activities.

So what does this tell me … the staff developer who has spent lots of time designing a highly effective QR Code learning activity? Well, when staff walk through the door they are likely to own the right sort of kit, they might even have the tariff package, however, they are not willing to use their money. So, firstly, I the staff developer will need to provide hardware if I wish to use these activities, secondly, I have to be very clear where the use of the technology will add value to the learning activity. Staff will need to be able to identify the value of taking part if they are to engage in the session.

How likely are you to spend your own money on accessing learning materials for staff development on your mobile phone? Please note, I’m interested in your thoughts about using your tariff to access learning materials, not the issue around trying to use them on a small screen device

I’m running a number of workshops over the next few months (SDF, IWMW) where I’ll be focussing on using QR Codes as an authentic learning activity. This will involve extending the teaching space outside the room. The rationale is involving movement and a change of scene will have a beneficial impact on the learning process.

The following outlines the approach I’ll be running on the 30th April, as of a workshop entitled “technology in staff development: going mobile” (http://wiki.bath.ac.uk/display/estaffdev/Technology+in+staff+development+%28going+mobile%29)

Who are the learners/audience?

The learners will be people signed onto a short (intensive) face to face workshop

What are the learning activities?

By the end of the session you should be able to explain the following to a colleague;

• what is a qr code,
• how to create a QR Code
• how QR codes are being used in teaching and learning?
• where to get a QR Code reader for your mobile phone

How will learning take place?

They will work in small groups and share a number of mobile devices. This is designed as a social constructivist activity, where they collaborate and build on their collective knowledge to meet the intended learning activities.

In the classroom, they receive a set of instructions, including the aims and information of how to use the devices. There will be an open class discussion (captured on flip chart) to draw out current understanding around what is a qr code and its educational application.

The field based work is in small groups where they’ll find and decode a number of qr codes around the building. These will give include information to help answer the questions. One of these QR Codes will be a link to a wiki where they can leave their thoughts on how QR Codes might be used in an educational context.

The final activity is to visit the classroom around getting the groups to answer the questions raised, ie., see how they explain the concepts to a colleague.

If you’d like to undertake a similar approach;

The resource (word document) of the QR Code tasks is available from: http://wiki.bath.ac.uk/display/estaffdev/Technology+in+staff+development+%28going+mobile%29

The planned learning sequence for the activity is,

Activity 1: What do we know?

Class discussion – support with handout of instructions and activity aims. Capture on flip chart under headings based on desired learning outcomes

Activity 2: engaging with QR Codes

Out in the field scanning the QR Codes.  Supported with a quick how to scan a QR Code using the QuickMark reader. Provide the hardware. They can scan away, but are expected to answer the question, how would they use QR Codes in thier teaching and learning, on the supporting wiki. The response should be a group response.

Actvity 3: Re-visit the desired learning outcomes

Classroom based, we’ll review what groups commented on the wiki. Revisit the flip charts, and ask groups in turn to address one of the learning outcomes. Record (photo) the final flip charts and upload to flickr.

Activity 4: my evaluations / reflections

James in the team has been working with the MetroLogic Elite scanner (supplied by barcode warehouse) to replace the need to use an iPhone when Departments scan assignment coversheets. The rationale being iPhone is rather expensive for this activity, and they involve the a number of clicks per submission.

The remedy has been to use the scanner above to decode the QR Code to populate an access controlled web form. It all works very well, and reduces the processing time to a second per submission !!! Another advantage is it is plug and play …  so no need to install any software

I’ll be demonstrating it’s use to Dept administrators over the next few days, and gathering requirements for the details required in the form. We’ll be including this input option in our May development period. The key is to include this in the current process so people (if they wish) can continue to use iPhones or other methods of scanning the coversheets.

A number of Departments in the Faculty of Engineering have been piloting the use of bar codes (QR Codes) to improve the management of student assignments submitted manually through Departmental Offices. This pilot has involved working closely with the e-learning Team (LTEO), the Registry and BUCS.

The process streamlines the work for all the people involved. For instance, the student accesses the Assignment tab on SAMIS on the Web where they see the due assignments and print options for the assignment coversheets. When printed the coversheet is pre-populated with their details, and the assignment and unit details. They attach this to their assignment and hand it in at the Departmental Office. On receipt, the assignment is scanned, the student receives a confirmation email, and the appropriate table in SAMIS is updated with the submission date and time. The system provides for a number of management reports including:

1. A schedule of work by date and module due to be submitted for marking  within a defined period
2. A summary list of assignments submitted by date and module
3. A list of specific assignments submitted on a particular day with time of submission.  It is this report that is used to accompany a batch of assignments  and returned to an academic for marking

In addition, approved extensions can be entered into the SAMIS system giving the student a revised ‘due date’. Reports of students who have been given extensions are also available.

So far the pilot has run three times and the feedback from staff and students has been very positive. The students appreciate the efficiency gains and simplicity of printing the completed coversheets and receiving an email confirmation. The office administrators appreciate the more efficient way of processing each submission (as little as 10 seconds per piece of work) and the instant access via business objects reports to accurate data on who has and who has not submitted. Jane Phippen, Departmental Administrator, Mechanical Engineering, commented after managing the submission of the work of 240 students, “All went extremely well today … roll on the next one!”

Fay Hollister (Departmental Secretary, Mechanical Engineering), thought “this is an improvement as it logs the time received and gives much more electronic data on the submission allowing for ease of analysis. Students seemed to like it and thought it was an improvement”. She’d also recommend this approach to other Departments and Faculties.

The student feedback has also been positive, Luke (Mech Eng) commented, “it was great not having to write the cover sheets!”

The pilot phase includes a number of further enhancements so to keep updated on progress of this project, either contact Lucie Pursell (Director of Administration, Faculty of Engineering) or Andy Ramsden (Head of e-Learning).

The following is a workflow for using QR Codes to record physical submissions of assignments. For more information see the link on the QR Codes Projects.

The aim of the project is to reduce the amount of adminstrator time involved in collecting the assignments, providing a confirmation to the student, complete the monitoring report and bundling it all of to the academic for marking.

A previous post outlined the creation of the coversheet part of the project. This post focuses on the overall workflow.

Step 1: Administator

Ensures the data is accurate on SAMIS for the appropriate assignments. Including a due date etc.,

Step 2: Student

Log into SAMIS on the Web, select the assignments tab, review available assignments and select the appropriate assignment and click on print coversheet.

Note: Only assignments which are due are listed, those completed or have already been scanned will not be listed.

Step 3: Student

Prints the coversheet, complete any parts not already pre-populated and sign. Attach to assignment and hands in to Faculty / Department Desk.

Note: The coversheet is dynamically created. It includes an email based QR Code which is created using the University of Bath QR Code Generator. The coversheet also includes pre-populated information, such as Student Name, Student number, unit code, assignment description, acaedemic year etc., This has been derived from pulling further information from the SAMIS database.

Step 4: Administrator

The administrator checks the assignment and student details, scans the code and clicks on submit (email)

Note: The QR Code is decoded using the QuickMark QR Code Reader, and the information is submitted by a secure email to a specific mailbox. When it is delivered to the mailbox a number of actions occur. Firstly, the student is emailed a confirmation of reciept of the submission (if it did not submit becuase of a problem with the connection to SAMIS database they recieve a slightly different email). Secondly, on reciept of the email the application updates the appropriate table in SAMIS.

Step 5: Administrator

After the submission desk is closed, the Adiministrator runs the Business Objects report against the appropriate table in SAMIS. They print off the report, bundle with the assignments and hand across for marking. The Business Object Report indicates who submitted, who has extensions and who is now late.

Note: They can email the late students to ask why … however, this is not currently part of the software.

Just a quick update of what we’ve being doing at Bath with QR Codes over the last few weeks.

The aim is to pilot the use QR Codes to enable the recording of assignments. The following describes the process;

• The student will login into SAMIS on the Web (SITS), and select the assignment tab. The next page displays any due assignments. Next to each assignment is a link to the coversheet.
• The student clicks on a link to coversheet. This passes key information to another page where the coversheet is built (see image).

• The student signs the coversheet, attaches it to the work and submits it.
• The member of staff at the hand-in station, confirms it is the right person and scans the code using a free QR Code reader (quickmark) and a web cam. Once decoded the details are submitted (emailed) to a service.
• The service sends an email confirmation to the student, and pushes the submission date and time for the individual submission into the appropriate table and fields in SAMIS (SITS).
• The handin office, run a business objects report against the table in SAMIS to print off who has submitted, which submissions are late and who has extensions. This report is forwarded to the appropriate people. The work is sorted and passed on for marking.

The process will result in a significant efficiency gain for the administration team and improvements in the speed of reporting and monitoring.

Future enhancements will include the accommodating anonymous submissions based on the flags within SAMIS, and the integration with Moodle gradebook. This will enable people to provide feedback and marks effectively and efficiently in an electronic format.

If you’d like more information then please contact me. I’d also like to thank the contributions of people in the SAMIS team (Anne, Martin and Ann), members of e-learning (James), external developer (Matt), and members of the Engineering Faculty (Lucie).

I’ll update the outcomes of the pilot (first run is on Friday 26th Feb), next week.

As the project starts to draw to a close I’m starting to take ideas forward to where next. Two things have struck me from the discussion of potential uses. Firstly, many people make reference to the use of QR Codes for virtual tours / treasure hunts. Secondly, the use of QR Codes within an integrated solution to record and monitor the submission (physical hand-in) of assignments.

The second piece of work we are starting to work up at the University of Bath. This will involve the passing of information from and to our student record system (SITS).

The first piece is relatively straightforward given the they can be created manually. However, a recent comment on 2d Code – http://2d-code.co.uk/qr-code-application-scripts/ - thanks They note …” Blazej Zieba alerted me about two php scripts he has written. “Mobile Virtual Guide” is a web application which allows you to create a virtual tour and generate QR Codes to mark locations and “Mobile 2d Code Hunt” is a web application which allows you to create urban games. Both applications are free …” See http://code.google.com/p/konektocom/. This looks a very interesting development to enhance the functionality and ease of authoring of guides and hunts. If anyone has positive and/or negative experiences of using the software I’d love to hear it. I’ll be arranging the installation in the near future.

I was invited to talk at a Museums Computer Group event in London on the 2nd Dec. During this event I saw a really interesting application developed by Mike Ellis (Eduserve). This was the inclusion of QR Codes on conference badges (yawn, yawn you say, …  however this was a different take). For more details see

http://electronicmuseum.org.uk/2009/12/07/uk-museums-on-the-web-2009-qr-in-the-wild/

I think this is a really useful application for a number of reasons (compared to scanning text based QR Codes). Firstly, the whole process feels much quicker than decoding a text based qr code. This is probably due to text based QR Codes being quick difficult to scan when they contain a lot of detail. In addition, being a link it is easier to save and revisit later than trying to get the info into your contacts list on your device, while talking to someone and joining the coffee queue.

It is also more inclusive to people who don’t manage (sync) contacts between their device and a computer, but use an alternative means of managing contacts. So this approach is flexible enough so people aren’t forced into a certain way of working. This is also evident with the use of the unique IDs on our badges / delegates lists. You don’t actually need to have access to a QR Code Reader on your phone. It would be easier, however, you can use your phone’s web browser (or even a laptop!).

Where next with this? Read Mike’s thoughts at; http://electronicmuseum.org.uk/2009/12/07/uk-museums-on-the-web-2009-qr-in-the-wild/

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?