qr code based multiple choice activity

some ideas in progress for a later post … and a session in Sheffield next week !!!

I’m keen to redesign a multiple choice question (see slide 11 and 12) of http://www.slideshare.net/andyramsden/bath-spa-keynote-tl-dat as a QR Code based activity.

The plan (I’ll draw up the learning sequence later), is to base the activity on group work, where a number of people will need to walk around a specific area scanning the qr codes (txt based) to gather data on the countries (9 in all). Before, taking part the instructions will contain the broad question, the blank table and a text number to submit the answer. People will be encouraged to work in teams and across teams to gather the information they need and submit the answer.  The instructions will include information about installing a qr code reader. To submit, they text their group name and mcq answer.

The QR Code will contain the following information

GNP per capita 1991 ($ USA):
Growth rate of GNP per capita p.a. 1980-91:
Population growth rate 1980-91:
Employment 1980-85 (percentages): Agriculture
Employment 1980-85 (percentages): Industry
Employment 1980-85 (percentages): services

The countries are;

  • South Korea
  • Kenya
  • Canada
  • Sri Lanka
  • Germany
  • Thailand
  • Sweden
  • Namibia
  • Portugal
  • Botswana

The underlying educational design is based on a social constructivist approach, where they know lots of different stuff, they collect information, they analyse, through their social interactions they’ll construct understanding, I’ll be apply the Dufresne Sequence, pinched from the clicker discussions, ie.,

  1. Concept question posed (set into groups, arrange meeting points for groups, with instructions)
  2. Small group discussion: small groups collect data, discuss the concept question – OUTSIDE
  3. Students provide group responses (text answer) – OUTSIDE
  4. Students receive feedback in the lecture (poll of responses presented as a wordle) – ONLINE / IN CLASS
  5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). – IN CLASS
  6. Lecturer summarises and explains “correct” response. – IN CLASS

source: http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

The rationale for using QR Codes as opposed to a class-room based activity is to give the groups the opportunity to discuss ideas with more people, and to allow the lecturer to randomly create the groups so forcing people to work in groups they’d not normally work in (a problem of class-room discussions is student tend to sit near people they know). Groups will be randomly selected by answer to explain their answers.

I will need to think, what motivates the person to complete the task? Also, I need to design in a number of other questions around using the same data set. I’m thinking as a means of getting them to collect all the data. I could for instance, get them to complete an online quiz (summative – open book approach). The intention is to use the data set for a number of related activities which would motivate (extrinsic) the students to collect it all.

I suppose a question might be, the design is fine but why bother with a qr code, why not simply print the data sheet? well this is a  good question, and one I’m not sure of the answer. I could really do with unpicking from students for them what would they prefer and why? Admittedly, the QR Code allows a large amount of data, which is already in an electronic format. It is also engaging and appealing. However, how important is the QR Code?

An interesting dimension would be to include the work of Mike Ellis & Mark Power … wait for IWMW … QR Code game, where I could include a number of multiple choice questions, which if you get right will give you info on where the get the next data set. So you create an educational treasure hunt, with the prizes being the data, which you need to use to answer the broader question.

So where next? Well, firstly I need to get the data updated, and rework the question. Then create the QR Codes, and instructions, with the learning sequence.


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