51 Interesting Ways to use QR Codes to Support Learning

In the Nursery class in my last school we used some QR codes to help the littlest of internet explorers navigate to their favourite websites. It seemed such an easy concept at the time and something that developed some great independence in those young learners.

Funnily enough using QR codes to navigate to specific sites proved useful for the older children too. Working in a Year 5 and 6 class I used QR codes to help the class quickly move between different web content, we gained so much more time back from sessions this way. We could focus on what we were doing with the content, not the process of getting there.

Hopefully this Interesting Ways resource for QR (Quick Response) Codes will spark some ways you can use them to support learning. As with all the resources please share with your colleagues and consider adding your own ideas to continue to develop them.

A Sticking Plaster Mentality to Open Web Access in Schools

Just before Christmas Google announced the YouTube for Schools platform, which runs through a schools Google Apps for Edu account, allowing students to access selected content. In a week where the focus is on the changes of ICT curriculum I am concerned that the wider debate around open web access in schools will be once again lost.

This post is in part an effort to scrutinise Google’s YouTube for Schools more closely and to maintain and continue the important discussion on school web access, by bringing together some thoughts from around the web.

2140989262 f9b04c76f2

Optophobia by Hani Amir
Attribution-NonCommercial-NoDerivs License

Many schools will sign up to this flavour of YouTube because it quickly plasters over the crack of an unfiltered open web and means they don’t have to think about that.

An open YouTube allows teachers to use their own professional judgement about the type of content that a class will focus on and the ability to have the discussion about appropriate content, online behaviours and freely use whatever resources are appropriate to that class.

This “new” service, although it may well be more easily digested by school admins, means Google has become a further conduit of knowledge. A version of the web chosen for us – or in fact a team from YouTube Edu. This is literally a Filter Bubble in plain view! Eli Pariser explains in his book and TED Talk that due to an algorithmic filtering of the web we are seeing a version of the internet that is built from our preferences and previous interactions – the one the internet “thinks” you should see.

Schools using this will present a set of educational content on this platform decided by someone else and in my opinion are sidestepping the bigger issues we need to tackle. But this is a flawed model anyway, because at 3.30pm children will have access on the way home to an open web! We are sticking a plaster over the major issue of open content and how we must educate children and trust the professional teaching community on this issue. Summed up well by Liz Christensen a teacher from Nevada in the US who responded:

http://twitter.com/#!/grouchyteacher/status/150267763187908608

Theo Kuchel, an expert in the use of video in teaching and learning, wrote the first piece I read in response to the YouTube announcement

Teachers should be encouraged to address the issues raised by comments and how related videos algorithms work and evaluate their effectiveness. This is all part of developing digital and media literacies. Offering a solution based on ‘removing’ comments and related videos is pedagogically unsound.

Dan Stucke an Assistant Headteacher from Manchester in the UK reacted to Theo’s post:

I’ve often found it useful as a spontaneous relationship builder too, many times a conversation in class leads to a story from my childhood or similar, and many times Youtube brings some video context to the story.

David Rogers the Curriculum Leader for Geography at Priory School in Portsmouth further underlines the importance of this, video material that doesn’t neatly fall into the “educational” category but requires a context to be built around it to make it meaningful, inspiring and useful at the point of learning. In many case the context is a very personal, subjective thing – if teachers the world over decided only to use media, resources and learning materials labelled “educational” just imagine the opportunities that would have been missed. Eli Pariser explains that:

…the search for perfect relevance and the kind of serendipity that promotes creativity push in opposite directions…By definition ingenuity comes from the juxtaposition of ideas that are far apart…

David goes on to explain:

While I admire Google for trying, the only real people that should be making decisions on what is useful educational content is teachers. Teachers who understand their own educational context, the learning styles of young people and their classroom. I think that it’s the wrong argument to have, but admit that it is a start.

I agree with everything David has said in his post, right up to the last 7 words in the quote above. I can’t bring myself to think that this can be a start – because many schools will see this as the only way, it is not a good starting point for schools because they are, all too easily, sidestepping the broader discussion about filtered and open web access.

I would like to think that using this version of YouTube in schools will make teaching colleagues question why it is in place and broaden their understanding and appreciation for the filters we put in place, but I worry it will simply be swallowed as is. In my opinion Google have given them an easy way out. (In addition both Theo and David ably deal with the roundabout language Google use in their announcement too about the “new” service.) Alastair Creelman from Linnaeus University in Sweden closes his blog postabout it with a telling statement:

…somewhere along the line we still need to discuss issues like attention, distraction, source criticism and information retrieval so that they (stuents) can find the good resources for themselves despite the distractions. We need to be careful of the line between benevolent protection and censorship.

Not enough discussion or debate has taken place, both online and within schools, Ryan Bretag has recognised this too:

And I have to wonder, are these Marlin-like administrators at all concerned about their choice between YouTube, YouTube for Schools, or <gasp> neither? Are they engaging their leadership teams, their faculty, and their students in a broader dialogue about this?

Back in 2009 Ewan posted findings by research consultant Kim Farris-Berg from a US, South American and Australia study:

In 2007, [filtering] was high school students’ number one obstacle to using technology at their schools (53 percent). For middle school students, two obstacles tied for the greatest barrier (39 percent each): “there are rules against using technology at school” and “teachers limit technology use”. It’s likely that when students face obstacles to using technology at school, they also face obstacles to inquiry-based learning opportunities which can include online research, visualizations, and games.

 

If we compare that with the information from the 2010 Speak Up campaign in the US it is sobering to realise that students frustrations with filtering in schools not only remain the top problem in their mind but also that it is growing even more acute. As Audrey Watters points out:

When a similar survey was undertaken five years ago, students’ number one complaint was the speed of Internet access at school. Now, they point instead to school filters and firewalls. 71% of high school students and 62% of middle school students say that the most important thing their school could do to make it easier for them to use technology would be to allow them greater access to the websites they need.

An increase from 53 percent to 71 percent of frustrated high schools students does not indicate we are making progress with open access in schools. We certainly don’t seem to be listening to the students themselves.

I wanted to hear from teachers on this subject as although the posts above prove a useful starting point there simply is not enough debate about the open web and open access to resources like YouTube. There were some really interesting replies on Twitter that back up many of the points made above, so I thought I would share a selection of them below:

http://twitter.com/#!/1jh1/status/150311233491451904

http://twitter.com/#!/heyjudeonline/status/150313881548492800

http://twitter.com/#!/gsyoung/status/150297395517857792

http://twitter.com/#!/PPotter/status/150292599528357888

http://twitter.com/#!/andyhudson77/status/150288804887011328

http://twitter.com/#!/digitalmaverick/status/150287917712019456

http://twitter.com/#!/krivett1/status/150286598955741184

http://twitter.com/#!/surreallyno/status/150276643972329472

http://twitter.com/#!/Dowbiggin/status/150279860835713024

http://twitter.com/#!/bjornhg/status/150276059043069955

What encourages me most about the tweets I have shared above is the number of schools and teachers working with open access to the web in their schools. Primary, secondary and higher ed institutes just getting on with things, helping their students tread thoughtfully and carefully through their experiences online.

What is missing though is the fanfare and celebration of what these schools, teachers, parents and pupils have accomplished together – we conveniently do not hear enough of their stories, we don’t share enough of their expertise. I hope that can change.

The teachers at these schools are doing their job and it is an opporunity we should all have.

I was writing about this topic 2 years ago and much like the statistics above, sadly not much has changed:

At the end of school children will go home and use the website, open to the inappropriate content we block in school. Not only is YouTube exempt from my teaching, I am exempt from helping children better understand, process and find value amidst a mass of video content. I am exempt from demonstrating and educating the children in my class to appreciate the power of such an information source. Apparently that is a good thing.

In my opinion it comes down to some hard decisions. The longer, more protracted path of educating young primary school children in dealing with open content on the web (including YouTube) is too hard a path for some to consider. The easy route is to block it. 

Or in fact use an impoverished, diluted version.

The ICT Curriculum is set to change in England and I just hope that we don’t lose sight of the role a more open approach to web access can have on learning in our schools. After all the students are telling us straight:

We are taught how to save documents and search for simple information, but we are on the internet at home and do most of our homework on the computer so we know how to do that. So IT lessons are kind of boring and we all really want to say to the teachers that we already know what we’re being taught. I wish we could learn how to do graphics, how to make a game or how to use Facebook safely – then we’d feel like we were actually learning something useful. I want to be a dancer or an actress when I’m older, so I’d like to learn how to look up videos to help me with my acting.

Ellie Magee, 12, Rivington and Blackrod high school, Bolton, Lancashire

Copyright Cops

According to the most recent EU Kids Online research over one third of 9-12 year olds and three quarters of 13-16 year olds who use the internet in Europe have their own profile on a social networking site. I discovered this wonderful film from Julio Secchin which not only depicts the way that our youngsters use the web but also some of the wider implications.

It is such a thought provoking film with enough depth and quality to provide rich instigation and inspiration for discussion with youngsters about their online and offline behaviours. I will certainly use it when I get the chance.

Julio Secchin explains that:

“This is a short film about teenagers who are growing up in an environment with tons of information per second, being treated as criminals as they download a couple of songs from the internet, while trying to chat with their friends. The main goal here is make a reflection on subjects like freedom of information, online relationships and how all this blends or inside the head of a teenager, no matter where he lives”

Copyright Cops from Julio Secchin on Vimeo.

Of course the film is completely open source and allows anyone to remix and remake using the content, perhaps a engaging project for children at your school to present a remixed film about copyright or internet use.

Let me know what you think and of course comment on Julio’s film and share with him what you make of it.

The Internet in Society

After the recent successes in Scotland by the SNP in using social media tools and the internet as part of their historic re-election, this lecture by Evgeny Morozov is an interesting exploration of the wider debate around society and the internet.

Does the internet actually inhibit, not encourage democracy? In this new RSA Animate adapted from a talk given in 2009, Evgeny Morozov presents an alternative take on ‘cyber-utopianism’ – the seductive idea that the internet plays a largely emancipatory role in global politics.

Exposing some idealistic myths about freedom and technology (during Iran’s ‘twitter revolution’ fewer than 20,000 Twitter users actually took part), Evgeny argues for some realism about the actual uses and abuses of the internet.

Morozov refers to the much debated distinction between the digital native and the immigrant, but suggests we should be focusing on the differences between digital renegades and digital captives. This is an interesting point that refers to the filtered and restricted use of digital tools in some countries compared to those more freely using the tools in others.

A healthy reminder of the relative openness we have in our digital lives compared to other parts of the world.

QR Codes Improve Web Access

In the last week I have finally had the opportunity to use Quick Response (QR) codes in my classroom. I have found them simple, straightforward and very effective in improving access to digital resources.

I have been thinking about ideas to use QR codes in the classroom for a long while and many colleagues have joined me in contributing to a shared “Interesting Ways” resource. It outlines many useful and innovative ways to utilise the QR codes in the classroom and around school.

I have noticed that some people consider them to be exclusive to mobile devices. (The printed code needs to be read by some software that then displays a link, information or similar.) It seems many people think that only mobile devices like the new iPod or smartphones could do it. However we have been using them with desktop software on our class netbooks and the in-built webcam.

Another assumption I have spotted is that we use QR codes that are displayed (static) and we take the device to the code. I have seen it in a different way, producing printed codes which the children use on their own netbook to access websites and other digital resources. Taking the code to the reader.

We use the desktop version of the QuickMark software that is a free dowload. The children load up the software, hold the printed code in front of the camera and away they go. The URL is displayed, a double-click and they are on the site.

Now I did a mini experiment and monitored how many children had trouble loading a website that I gave them as a shortened (bit.ly) url – so not even the full address. We had 4 pairs of children who needed help to enter the url correctly. Using QR codes I have had none.

I know that QR codes can be, have been and will be used for far more innovative and creative ideas – but I know that my class can all get to a website faster and with less intervention using the codes. That is technology increasing independence and solving a real classroom problem.

QR Codes

I print lots of the same codes out and just let the children hold up a whole A4 sheet of them or little row of three of the same code backed onto card. The software reads a bigger area and it seems to increase the likelihood it reads the code – after all you don’t want to have to go and help them use the codes, that would defeat the purpose.

As an extension to a maths activity this week I had a website lined up for some children who had finished their planned activities. In the past I might have made a link on our blog or used Delicious, or perhaps displayed the address or had to show them myself. Instead I had a zip wallet of codes and the children just scanned them and they were away – in fact it seemed to me to not only improve access but speed it up. (Google Chrome helps too)

I am keen to talk to the early years staff to begin to integrate the codes into their environments, such as having a little roll-a-dex of QR codes for Nursery children to choose from – on the back of the codes perhaps a picture or symbol of the website they want to use. I know it would help them to independently choose and structure their own web use and ultimately rely less on staff intervention.

We must not forget about the most simple ways to use these incredible technical developments – put simply: using QR codes improves the ability of my class to quickly and independently access websites.