Analysis Document



Instructional Design on QR Codes for Teachers

Analysis and Design

Michael Vick, Rebecca Hill, Elizabeth Schofield,

LaJeana Golden, and Kengia Sabree

Group 3: Instructional Design Innovations

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Walden University

Dr. Amy Peterson

EIDT 6100 - Instructional Design

December 6, 2015

Group Goal:

Provide instruction to 3rd-8th grade teachers on how to use QR codes to support their teaching.

Table of Contents

Analysis Document 3

Design Document 16

Development Guide 24

Implementation Plan & Facilitator Guide 43

Evaluation Plan 56

References 61

Analysis Document

Instruction on QR Codes for Teachers

Group 3: Michael, Rebecca, Elizabeth, LaJeana, Kengia

This document presents the basic purpose of our learning module and the context in which it will occur. After describing our project, we will describe in greater detail the results of our needs analysis, learner analysis, contextual analysis, topic analysis, and task analysis, all of which will inform the rest of the instructional design process. [pic]

Team Member A: Michael

Section I: Project Description

The traditional classroom is no longer adequate in American schools. Current and future employers are seeking problem-solvers with the skills necessary to compete in a highly technological world. The skills needed in the 20th century are no longer sufficient now, in the 21st century (Burkhardt et al., 2003, p. 2). Furthermore, with student populations increasing and teacher-student ratios rising, classroom teachers are being asked to utilize current technologies in order to maximize efficiency and engagement. Overcrowding is rampant – specifically in urban areas (Burnett, 1995). Instructional content is getting more complex, including more high-level thinking skills that require application of knowledge (Meyer, 2015). The technologies our course describes have shown to be highly effective, but also very new to many teachers. Teachers who complete this instruction will be able to utilize one specific aspect of current technologies effectively: QR (Quick Response) Codes.

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QR Codes are a fast, easy way for students to access information, assignments, and anything else that can be navigated when using a traditional URL, among other alphanumeric sequences (Chang, 2014). Students love the interactive nature of QR codes and teachers love all the possibilities. Upon completion of this course, the 3rd-8th classroom teacher will be able to:

a) Purposefully select a QR generator for student use

b) Make ‍‍‍‍‍QR codes using different websites‍‍‍‍‍

c) Link students to various places (such as videos, assignments, surveys, and interactive websites) using QR codes

d) Compile a list of times in which using QR codes will make certain tasks easier

Upon conclusion of this instruction, third through eighth grade teachers will be experts in QR Codes in regard to how, why and when to use them.

Section II: Needs Analysis

There are many uses for QR codes that go beyond the basic knowledge. QR codes are a great resource for linking items, and that is important knowledge for teacher to understand. However, the major knowledge gap lies deeper. Teachers are not yet aware of the different activities, the many different items or even the variety of items that could be linked using a QR code. Furthermore, there are different types of QR code generators – some of which are better than others. Considering the variety of its uses, planned instruction would be very useful. Some teacher would make the claim that "QR codes are easy, so an entire lesson on using them would be a wasteful use of resources." However, research has shown that effectively using QR codes is more than just a way to link things. It can be used in activities, in surveys, and to help students navigate quickly among many other uses (Chang, 2014).

Team Member D1: Rebecca

Section III: Learner Analysis

This course will focus on teachers as learners, specifically 3rd-8th grade teachers who will integrate technology by using QR codes in the classroom. Learner characteristics are defined by Morrison, Ross, Kalman, and Kemp (2013) as "factors relating to personal and social traits of individuals and learner groups that need consideration during planning or learning". There are several important factors to consider that are most critical for the achievement of 3rd-8th teachers. Gender, age, ethnicity, education, and work experiences will vary for this targeted groups of learners. Having a qualifying degree and teaching certificate is the preferred prerequisite, acknowledging that each state is different with the specifics of their requirements. With the focus being on andragogy (adult learning), Morrison, Ross, Kalman, and Kemp (2013) suggest characteristics that need to be considered:

• Adults tend to have a high level of motivation to learn, and appreciate a course that is systematically structured with clearly defined requirements and objectives.

• Adults want to know how the course will benefit them and have relevant, practical use.

• For adults, time is a critical consideration.

• Adults bring extensive life and work experiences that can be used and an educational resource.

• Adults tend to be mature, self-directed, and independent learners.

• Adults want to be involved in the decision-making of their educational courses.

• Small groups and interactive activities may be a preference for adult learners.

• One weakness to consider is that adult may be less flexible since they have developed habits and methods that are now routine.

Being sensitive and alert to these characteristics will allow for an effective course to be designed.

Section IV: Performance Gap Analysis

Performance gap is defined by Morrison, Ross, Kalman, and Kemp (2013) as "a condition when actual performance is not equal to or better than expected performance. A variety of interventions, including instruction, are used to improve performance". It is becoming the "new norm" for classroom teachers to utilize current technologies in order to maximize efficiency and engagement. Some teachers are comfortable with integrating technology while others are just beginning their journeys. The current learner performance is based on teachers who have experience with using basic technology in the classroom, but they do not have experience with QR codes. This will be a new experience for them, as they need to learn about QR codes and learn how to implement them in the classroom. The desired performance at the end of the planned instruction will involve these same teachers purposefully selecting a QR generator for student use, making a QR code using different websites, linking students to various technology locations using QR codes, and compiling a list of situations when QR codes will make certain tasks easier. These objectives will allow the teachers to increase their understanding and performance using QR codes.

Team Member D2: Elizabeth

Section V: Contextual Analysis

This section seeks to explore the "environmental factors that will affect the design and delivery of the instruction" (Morrison et al., 2013 p. 65). The conditions in which our audience of 3rd-8th grade teachers are able to pursue this learning experience may vary widely from school to school, and even from instructor to instructor. However, some normalizing aspects of instructional context can help guide our instructional design process.

Orienting Context

Our audience of elementary and middle school teachers likely have a lot of demands on their time, and may be pursuing this lesson either in order to make concrete improvements to their students' experience or at the behest of school administrators who believe this instruction will be beneficial. This means that motivation and enthusiasm may vary between learners, but likely everyone will be very sensitive to whether the content will be useful to them in their instruction. Learning to use new technology can be extremely time-consuming, so unless learning to use QR codes is both straightforward and clearly useful, many will likely abandon the topic upon completing the lesson. After all, there's unlikely to be many systems of accountability to confirm whether teachers are regularly using QR codes in their classrooms, since this isn't a heavily emphasized application of educational technology.

Instructional Context

‍ Instruction will be delivered digitally to the learner‍, meaning that both the opportunities and limitations of online instruction will be at play. Instructional content should span no more than an hour, and may be subject to interruption due to the many other demands on adult learners' attention; in which there will be a save/resume option in case the learner is unable to complete the instruction in one sitting. The instruction will be provided for free and in a web-based format so that teachers can easily access the instruction from a variety of locations. Since the location and timing of the instruction has few guarantees, one can assume that the instructor has no more than a computer (where they are conducting the training) and a device with a QR code reader (a smartphone, iPad, or similar device) at their disposal. Learners may take the course individually or gather to take the course with a group of colleagues; these possibilities should be accounted for in the design of the instruction.

Transfer Context

We expect that our teachers will be working in classrooms where every student has access to a device with a QR reader, and ideally an iPad. In a classroom setting with the age group of third through eighth grade, this technology can easily be distracting, so the teacher will likely need to pay close attention to classroom management and to the class activity at hand when the QR codes are in use. If the QR code is too confusing for students to scan or too time-consuming for teachers to employ, it's likely that it won't be used, since tightly-scheduled classes often aren't amenable to these sorts of delays. Therefore, our instruction will need to address how the use of QR codes can integrate with the complexity of a classroom environment, and can actually help maximize instructional time.

Section VI: Unit Goal

The goal of our instruction is to teach 3rd-8th grade teachers how to use QR codes in a classroom setting. This system for accessing web resources can help instructors transition from face-to-face interactions to digital activities without requiring long interruptions to the class period.

Our instructional unit will include the following specific learning objectives:

1. Define and state the purpose of QR codes

2. Select and use appropriate software for both scanning and creating the codes

3. Embed the codes in digital and print materials

4. Incorporate these materials smoothly in their lesson plans

If our program is successful, we expect to observe increased frequency of use of web resources in-class, as well as a reduction in the amount of class time spent setting up digital activities as instructors or students attempt to access the correct resources.

Team Member I: LaJeana

Section VII: Topic Analysis

Target Audience: 3rd-8th grade teachers will be taught how to use QR codes effectively in the classroom

Learning Goals: Including QR Code technology across the curriculum, which will improve student engagement and foster a student-centered learning environment in all content areas

Needs Analysis: Teachers want to learn different ways to use iPads or mobile devices in the classroom, which will promote student engagement and interactive ways to engage in lesson.

Prerequisites to be a participant:

• Teachers should be employed by the school district or a homeschool instructor

• Teachers need access to iPads/mobile devices ‍and Smart boards or Promethean boards‍

• Participants need internet access during and after school

Section VIII: Task Analysis

Setup

• iPads, tablets, or mobile devices will be used as a teaching aid

• Set up iPads or mobile devices for student and teacher use

- Set up Apple ID

- Set up Google email (Gmail) for students using districts student email

QR Codes

• Teachers will download QR reader app.

• Teachers will scan a QR code that is linked to a Google survey at the beginning and end of the training. This will provide us with feedback on the effectiveness of the training.

• Teachers will log onto to create their own initial QR Code for practice.

• Teachers will be divided into two groups. Each group will create a QR scavenger hunt using the website . The QR scavenger hunt will teach participants how to navigate and use QR codes.

• QR codes for the activities will be pre-made so that teachers will have hands-on experience using the codes as they learn.

Team Member E: Kengia

Section IX: Procedural Analysis

This section will provide an analysis of the specific instructional procedures appropriate to reach each instructional objective. Following the description for the initial goal of simply understanding QR codes, this section will focus on the objectives stated in Section I of this document.

Goal: Understand the function and purpose of QR codes.

(Cognitive) Objective: The learner will display knowledge of QR codes by defining the term and describing its purpose in the classroom for 3-8 grade level students. They will also cite examples of how it can be used in this context.

Goal: Purposefully select a QR generator for student use.

(Psychomotor) Objective: The Learner will demonstrate how to locate QR code generators using the applications store on their mobile device.

What does the learner do? The learner will use the mobile device to search for and select a QR generator that will meet the needs of the classroom by producing a QR code in minutes, a standard size, and doesn’t limit the QR code to URLs.

What does the learner need to know to do this step? The learner will need to know how to use a smartphone, tablet, or iPad (mobile device) and access the applications (app) store. The learner will also need to know and understand how to identify QR code generators.

What cues inform the learner that there is a problem, the step is done, or a different step is needed? The following cues signifies that there is a problem:

• The learner is unable to find a QR code generator application

• The learner is unable to download a QR code generator application

• The learner is unable to access or locate the QR code generator on the device

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The learner will know that the step is done if:

The selected QR code generator has downloaded successfully to their device and they are able to access it without any error messages.

Goal(s): Make a QR code using different websites.

Link students to various places (such as videos, assignments, surveys, and interactive websites) using QR codes.

(Psychomotor) Objective: The Learner will produce a working QR codes on their mobile device using three different websites that will link to an assignment, a video, and a survey.

What does the learner do? The learner will use the selected QR code generator application to produce a working QR code. In order to confirm that the QR code is working, the user must scan the QR code upon completion.

What does the learner need to know to do this step? The learner will need to know and understand how to create a QR code, verify that it works, and link the QR code to various websites.

What cues inform the learner that there is a problem, the step is done, or a different step is needed?

• The QR code doesn’t work

• The QR code is limited to URLs

• The QR code did not produce in standard size

The learner will know that the step is done if:

The QR code is able to be scanned and linked to three different websites; displaying an assignment, a video, and a survey.

Goal: Compile a list of times in which using QR codes will make certain tasks easier.

(Affective) Objective: The Learner will develop a plan of specific tasks that will incorporate the use of QR codes to display ease of instruction for 3-8 grade level students.

What does the learner do? The learner will create a list of tasks in which they will plan to use QR codes for to help with the ease of instruction.

What does the learner need to know to do this step? The learner needs to know and understand how they plan to use QR codes in the classroom and for which tasks. The learner will need a task list to determine how they plan to use QR codes.

What cues inform the learner that there is a problem, the step is done, or a different step is needed?

• The learner is unable to determine how to incorporate QR codes in the classroom

• The learner is unable to track how many times the QR codes has been scanned

The learner will know that the step is done if:

• The learner is able to identify tasks to offer QR codes as a resources to provide ease of instruction.

|Goal(s): |Objective: |What does the learner do?|What does the learner|What cues inform |The learner will |

| | | |need to know to do |the learner that |know that the step |

| | | |this step? |there is a problem |is done if: |

| | | | |or a different step| |

| | | | |is needed? | |

|The Learner will |The learner will |The learner will |The learner will need|If the Learner is |If the Learner is |

|understand the |display knowledge |recite/memorize their |to know and |unable to define or|able to define or |

|meaning of a QR Code|of QR codes by |meaning and purpose of a |understand the |accurately explain |accurately explain |

|and explain its use |defining the term |QR Code. |meaning of a QR code.|the purpose of a QR|the purpose of a QR|

|and purpose in in |and describing its | | |code without |code without |

|the classroom for |purpose in the | | |supplemental |supplemental |

|3-8 grade level |classroom for 3-8 | | |materials. |materials. |

|students without |grade level | | | | |

|supplemental |students. | | | | |

|materials. | | | | | |

|Purposefully select |The Learner will |The learner will use the |The learner will need|•The learner is |The selected QR |

|a QR generator for |demonstrate how to |mobile device to search |to know how to use a |unable to find a QR|code generator has |

|student use. |locate QR code |for and select a QR |smartphone, tablet, |code generator |downloaded |

| |generators using |generator that will meet |or iPad (mobile |application |successfully to |

| |the applications |the needs of the |device) and access |•The learner is |their device and |

| |store on their |classroom by producing a |the applications |unable to download |they are able to |

| |mobile device. |QR code in minutes, a |(app) store. The |a QR code generator|access it without |

| | |standard size, and |learner will also |application |any error messages.|

| | |doesn’t limit the QR code|need to know and |•The learner is | |

| | |to URLs. |understand how to |unable to access or| |

| | | |identify QR code |locate the QR code | |

| | | |generators. |generator on the | |

| | | | |device | |

|Make a QR code using|The Learner will |The learner will use the |The learner will need|•The QR code |The QR code is able|

|different websites. |produce a working |selected QR code |to know and |doesn’t work |to be scanned and |

| |QR codes on their |generator application to |understand how to |•The QR code is |linked to three |

| |mobile device using|produce a working QR |create a QR code, |limited to URLs |different websites;|

| |three different |code. |verify that it works,|•The QR code did |displaying an |

| |websites that will | |and link the QR code |not produce in |assignment, a |

| |link to an | |to various websites. |standard size |video, and a |

| |assignment, a | | | |survey. |

| |video, and a | | | | |

| |survey. | | | | |

|Link students to |Same as above |Same as above |Same as above |Same as above |Same as above |

|various places (such| | | | | |

|as videos, | | | | | |

|assignments, | | | | | |

|surveys, and | | | | | |

|interactive | | | | | |

|websites) using QR | | | | | |

|codes. | | | | | |

|Compile a list of |The Learner will |The learner will create a|The learner needs to |•The learner is |The learner is able|

|times in which using|develop a plan of |list of tasks in which |know and understand |unable to determine|to identify tasks |

|QR codes will make |specific tasks that|they will plan to use QR |how they plan to use |how to incorporate |to offer QR codes |

|certain tasks |will incorporate |codes for to help with |QR codes in the |QR codes in the |as a resources to |

|easier. |the use of QR codes|the ease of instruction. |classroom and for |classroom |provide ease of |

| |to display ease of | |which tasks. The |•The learner is |instruction. |

| |instruction for 3-8| |learner will need a |unable to track how| |

| |grade level | |task list to |many times the QR | |

| |students. | |determine how they |codes has been | |

| | | |plan to use QR codes.|scanned | |

Design Document

Instruction on QR Codes for Teachers

Group 3 Michael, Rebecca, Elizabeth, LaJeana, Kengia

This document presents our design plans for our instructional module on using QR codes in elementary and middle school classrooms. We elaborate on our overall structure for the one-hour program and its intended message, as well as the learning and design strategies that will guide the our course text and media.[pic]

Team Member A: Michael

Section I: Overview

The following is a simplified list of our objectives referred within our analysis section.

Objective 1) Knowledge of QR codes

Objective 2) Ability to locate QR Code Generators

Objective 3) Ability to produce QR Codes

Objective 4) Ability to link to various places

Objective 5) Compile a list of times to be used in the classroom

The following is a brief outline of the sequence of events to take place within the instructional video:

Figure 1

|Sequence |Description |Objective(s) |

|1 |Describe the current state of classrooms across the world and why the use of technology is important|1 |

| |now and going forward | |

|2 |Demonstrate how to make a QR code on a computer using a QR code generator |2,3 |

|3 |Demonstrate how to use a QR code with an iPad or other mobile device |1 |

|4 |Describe the various things you could apply to a QR Code |3,4 |

|5 |Outline many possible uses for QR codes within the classroom |4,5 |

|6 |Select one specific way in which QR codes cane be used in a class (scavenger hunt) |4 |

The sequence of events was selected in order to satisfy several unique characteristics of our learners and our proposed outcomes. In order to create initial interest, we begin with a general understanding that there is a significant need for modern technology in the classroom. Many teachers believe education is not broken, and therefore should not be fixed (Bowen and Nielson, 2015). However, with the initial sequence event, we intend to describe a world where employers are demanding 21st century skills while traditional education systems are not sufficiently supplying students with this sort of background knowledge. Upon completion of sequence event number 1, there should be an understanding of disconnect between employers and current educational classrooms. Sequence events 2-6 are based upon the learning-related sequencing described in chapter 6 of our textbook (Morrison, Ross, Kalman, & Kemp, 2013). Event numbers 2 and 3, in particular, are clearly prerequisites to the others. In order to use QR codes, it is essential that our learners know what a QR is and where to navigate in order to create them. The 6th event was predominantly chosen last due to amount of cognitive processing required in its performance. Application of QR codes is more cognitively demanding that simply learning about them.

Each event is chosen in its current placement for many reasons. They build on each other, they lie within the learners’ zones of proximal development, and they take into account the learners’ motivations, and generally make logical sense.

Team Member D1: Rebecca

Section II: Instructional Message

Pre-Instructional Strategies:

|Strategy |Function |Content Structure |Learner |Task Attributes |

|Pretests |Alert the students to |Length of the instruction is|Above-average IQ, |Learners should have some familiarity|

| |what is expected |relatively short and loosely|older, or more mature|with the content if the questions are|

| | |structured |learners |to be meaningful |

|Behavioral |Precisely inform the |Used to preface a passage of|Middle ability |Works best with traditional methods |

|Objectives |student of what is |fewer than 2500 words |students |such as lectures |

| |expected | | | |

|Overviews |Prepare the learners |Little or no structure |Lower ability |Facts |

| |for the learning task | |students | |

| | | | |concepts |

| | | |Higher ability | |

| | | |students | |

** Table source: Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Upon creating the sequence for the instruction of the module, we have chosen to use three pre-instructional strategies: Pretest, Behavioral Objectives, and Overview.

Pretest: For clarification, this pretest differs from an assessment used to assess a learner's prior knowledge. This pretest is designed to heighten the awareness of the content and key points (Morrison, Ross, Kalman, & Kemp, 2013).

Think about the following questions as you read this module:

1. What are QR codes?

2. How are QR codes generated?

3. What are the benefits of using QR codes in the classroom?

Behavioral Objectives:

At the end of this module, you will be able:

1. To locate QR Code Generators

2. To produce and embed QR codes

3. To compile of list of instructional opportunities for using QR codes

Overview: This module is a guide for using Quick Response (QR), codes in the classroom. QR codes are digital images that can be scanned using scanner apps available for smart devices and phones. QR codes are used for a fast and easy way to access information, and they provide a way to link information and navigate quickly.

Team Member D2: Elizabeth

Section III: Strategies Table

For the most part, the topic of QR codes in the classroom is procedural, and therefore calls for an interactive process of demonstrating a sub-process, organizing the process, elaborating on it, and then practicing the skills. However, this process-focused learning can be divided with activities that are more conceptual, such as understanding QR codes, selecting the applications used to create them, and evaluating their classroom applications.

The table below describes the strategies appropriate to the various subjects pertinent to our learning module. It is heavily derived from Morrison, Ross, Kalman, and Kemp’s chapter on designing instructional strategies (2013, pp. 136-153).

|Topic |Content Type |Strategy |Initial Presentation and Generative Strategy |

|QR Codes |Concept |Organization |Provide the student with the name of the concept, its definition, |

| | | |and a “best example” of an embedded QR code. |

| | | | |

| | | |Ask the student to list the attributes of QR codes and compare |

| | | |their functionality to bar codes and written URLs. |

|Using (scanning) a|Procedure |Demonstration, Practice, |Have students watch a video demonstrating the process of scanning a|

|QR code | |Organization |QR code, with examples for multiple devices. |

| | | | |

| | | |Provide practice QR codes for students to scan. Encourage them to |

| | | |continue to practice by testing other QR codes they encounter |

| | | |throughout the class. |

| | | | |

| | | |Have students write out a list of instructions for the students in |

| | | |their class on how to use QR codes. |

|Identifying a good|Rule |RULEG (demonstrating the |State rules to identify "good" QR generators and show examples. |

|QR code generator | |rule, then providing | |

| | |examples) |Ask the students to identify visual and functional differences |

| | |and Organization |between good and bad QR code generators. |

| | | | |

| | | |Have the student develop a decision tree for evaluating a given QR |

| | | |code generator. |

|Creating a QR |Procedure |Demonstration, |Students are encouraged to take notes as they watch a video |

|code, | |Organization, Elaboration,|demonstrating how to create a QR code. |

|Embedding a QR | |Practice | |

|code | | |After viewing the video, students are asked to paraphrase the |

| | | |process and to elaborate on what unique considerations are |

| | | |important for using the code in printed materials vs. digital |

| | | |materials. |

| | | | |

| | | |Students are asked to create two QR codes of their own, one to be |

| | | |placed on a website and one for a flier (printed). Students test |

| | | |their QR codes to see if they work. |

|Using QR codes in |Application |Demonstration, |Provide students with several examples of QR codes incorporated |

|instruction | |Elaboration, Practice |into instruction. Ask them to evaluate the quality of these |

| | | |examples for (a) how well the QR code is integrated into the |

| | | |instructional material and (b) how each QR code adds to the |

| | | |learning experience, if it does so at all. |

| | | | |

| | | |Ask students to generate ideas for other instructional applications|

| | | |for QR codes. Ask students to select one of these ideas to put into|

| | | |practice by creating a sample of the proposed QR-enabled |

| | | |instructional material. Have students share their completed work. |

**Table source: Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Team Member I: LaJeana

Section IV: Text Design

This unit will discuss formatting the instructional message when using a video tutorial on using QR Codes in the classroom. “Effective instruction is developed by carefully structuring and presenting materials that both engage the learner and signal the important parts” (Morrison, Ross, Kalman, & Kemp, 2013). We are using YouTube as instructional video tool on educating teachers on how to use QR Codes in the classroom. As an instructional designer I have to coherently communicate the instructional message of the topic, by “manipulating the text (e.g., structure of the writing) and the typography” (Morrison, Ross, Kalman, & Kemp, 2013). I am listing my outline for the instructional design message below:

Topic Structures

• List of materials needed to use QR Codes in the classroom

• What are QR Codes?

• How to use QR Codes?

Explicit Signals to be used in tutorial

• Text Structure:

o Lists of needed material

o Defining QR Codes

o Video demo of how to use QR Codes

o Cause and effect (what will be the result of the tutorial)

|TEXT STRUCTURE |SIGNALING WORDS |

|Lists of needed material |First, second, third, etc. |

| |Subsequent, another |

|Definition and example |For example, include, another |

|Cause and effect |Consequently, as a result, if/then, the reason, one explanation |

Typographical Signals

• Picture to represent QR Codes

• Boldface graphics headings to introduce new topics

Team Member E: Kengia

Section V: Multimedia Design

The relevance of technology-based instruction to this examination of the literature on intrinsic motivation in secondary students stems from the fact that computers are often assumed to increase student motivation (Theroux, 1994). A thorough review of the literature, however, indicated that computer use alone does not necessarily lead to an improvement in intrinsic motivation (House, 2003; Wang & Yang, 2002). It is, therefore, important to examine the effects of student-centered instruction in conjunction with technology-based instruction on intrinsic motivation. Smart phones, laptops, and other mobile devices can become essential to the learning environment, when used appropriately in course design. The Instructional design process is crucial to linking these methods in an effective manner which is why we've chosen to incorporate two forms of technology to enhance our Tutorial on "Using QR codes in the classroom".

Using a YouTube video is one way to enhance our instruction. YouTube allows billions of people to discover, watch and share originally-created videos. YouTube provides a forum for people to connect, inform, and inspire others across the globe and acts as a distribution platform for original content creators and advertisers large and small (You Tube). Creating a You Tube video is fairly easy and it would be most beneficial to the auditory learner who may have difficulty following the steps provided in the instructions. The purpose of demonstrating would be to allow the learner to mirror the steps to successfully implement QR codes in the classroom and identify mistakes, if any, throughout the process. The video will demonstrate the following:

• Searching for a QR code generator in the applications store on an

Apple [pic]and Android [pic]device.

• Downloading the same QR code generator on an Apple and Android device.

• Creating a QR code

• Linking the QR code to three different websites

• Ensuring that the QR code works/reads properly

• How to review the number of times the QR code has been scanned

Another form of technology that would enhance our instruction is a QR code. This quick response (QR) code will allow the user to read the instructions by simply scanning the QR code on their mobile device. The QR code will then link the learner to the “How to use QR codes in the Classroom” tutorial as well as the above mentioned You Tube video. The QR code will also link to information on suggested tasks that a QR code can be used for in the classroom.

Development Guide

Instruction on QR Codes for Teachers

Group 3 Michael, Rebecca, Elizabeth, LaJeana, Kengia

In this development guide, we articulate the specific processes we will undergo to develop our instructional module and accompanying materials. This will include a few specific examples of partially-developed instructional activities, a description of our delivery methodology, and finally, a full instructional plan, laying out the specific activities targeted to each of our learning objectives.[pic]

Team Member A: Michael

Section I: Instructional Materials

In consideration of our learners’ experiences as teachers, it is imperative are our instructional materials be both engaging and applicable. The teachers we will be training are the experts in learning – they practice it every day. Our learners will know what a successful lesson looks like and what it should feel like. One of the most effective things a trainer can do is relate to his/her audience. Our instructional materials will allow be applicable with attention to entertainment value– two of the most important things any trainer should consider. Two of our instructional materials will include a YouTube Video and a self-paced learner-centered activity.

During the YouTube video, our goal will be to introduce QR codes, describes its usefulness, and generate buy-in. YouTube is one of the most commonly used video resources available. YouTube does not require students to have specific software for watching, it is readily available from any device (personal computers, Macs, iPads, other tablets, smartphones), and already has over a billion users that know its general capabilities (YouTube, n.d.). And most importantly, YouTube is a website, which can be linked to a QR code. Any website can be linked to a QR code, and that’s one thing our students need to get excited about.

Another instructional material we plan on using is self-paced learner-center activities where QR code generating can be practiced. The activities will include participation in an online survey, downloading a working QR scanner, creating a scavenger hunt while practicing the embedding of QR codes, and an opportunity to ask questions to receive feedback. We chose to let our learners practice individually because learning occurs quicker and more effectively when the learners get to be a part of the process. According to Rachel Silverman’s article in the Wall Street Journal, it is extremely important for successful trainings to allow for opportunities to practice and get feedback (Silverman, 2012). Teachers know this concept all too well. Our teachers can teach things in the front of a classroom all day, but until the students practice on their own, make mistakes and learn from them, they will never truly learn the objectives with which you desire. Our learners will be afforded the opportunity to practice their newly-learned QR Code generating skills in a safe, yet realistic environment before getting to use them in a real classroom setting.

Team Members D1 and D2: Rebecca and Elizabeth

Section II: Sample Instructional Materials

Below, we’ll provide the makings of two sample instructional materials:

1. A video storyboard introducing QR codes

2. A trainer's guide outlining an activity for practicing creating and embedding codes

Introduction Video: Storyboard – Elizabeth Schofield

To accompany interactive and written lesson plans, we'll use brief instructional videos to demonstrate skills and highlight important information. The first of these videos will serve as an introduction to the topic of QR codes, including what they look like, the basics of how they are used, their various applications, and their relevance to the classroom. Below is a storyboard for this first video (Goldman, n.d.).

Introduction to QR Codes - Video Storyboard [pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic]

Trainer’s Guide – Rebecca Hill

Another instructional material that will be used for this module will be in the form of a workshop style Trainer's Guide. Below is the outline and handout for the participants of the workshop. The focus for the trainer's guide includes a "scavenger hunt" where the participants will practice with the use of QR codes.‍

Trainer's Guide -- Workshop: QR Codes in the classroom

Objective: Practice, create, and embed QR codes

Directions:

1. Download a scanner app on your device for use in this workshop (and future use in your classroom).

2. Use the workshop participant Scavenger Hunt to follow the steps for practicing creating and embedding QR Codes.

3. Scan the corresponding QR codes as you progress through the scavenger Hunt.

Discussion Points:

• What scanner app did you chose to download?

• What important information did you gain from the video(s)?

• What questions do you still have about creating QR Codes?

• What questions do you still have about embedding QR codes?

• Describe possible situations where you can use QR codes in your classroom.

Practice Points:

• Creating QR Codes

• Embedding QR Codes

OJT Checklist: Can the participant do the following?

□ Download a scanner app

□ Scan and use a QR code

□ Create and embed a QR code

□ Describe opportunities for using QR codes in the classroom

QR CODES in the Classroom for Teachers (a teachers’ guide for the workshop)

|Your Task: |QR CODE: |RESPONSE: |

|Read and follow these steps to the Scavenger Hunt |Scan these codes to assist with each |Take notes and respond to each step of the |

| |step. |Scavenger Hunt. Discuss with another teacher in|

| | |this workshop. |

|1. Download a scanner app on your device to use in |Insert a QR code for how to select a |  |

|this workshop and later in your class. |scanner app. | |

|2. Practice using QR codes. |Insert multiple QR codes for lesson |  |

| |activities, videos, lesson plans, | |

| |etc. | |

|3. Create and embed a QR code for your classroom use.|Insert a QR code for how to create |  |

| |and embed a QR code. | |

|4. Discuss opportunities for using QR codes in the |Insert a QR code for posting possible|  |

|classroom. |ideas on how to use QR codes in the | |

| |classroom. | |

Team Member I: LaJeana

Section III: Delivery Methodology

According to Morrison et al. (2013), there are three primary methods to present instruction: group presentations, self-paced learning, and small-group formats. In order to best meet the needs of our audience of 3rd-8th grade instructors, our training session will use a self-paced learning format and allow group presentation to be considered optional.

Self-paced learning occurs “when a student works at his or her own pace, is actively involved in performing specific learning tasks, and experiences success in learning” (Morrison, Ross, Kalman, & Kemp, p. 209). This type of instructional delivery is beneficial to any learner because the facilitator can provide personalized attention to a student. Self-paced learning allows the student to take an active role and responsibility in the learning process. However this type of instructional module is not suitable for a learner who is not disciplined to maintain established course deadlines.

Group presentation is when the instructor tells subject matter to a group of learners. This type of instructional setting can be used in a variety of “locations through the use of radio, amplified telephone, closed-circuit television, internet, or teleconferencing” (Morrison, Ross, Kalman, & Kemp, p. 203). This type of instruction is commonly used and accepted by teachers and students. Lectures are easy to create and can be modified to meet the needs of any student. Despite it being beneficial for learners, there are some drawbacks to group presentations. Group presentations do not promote a student centered learning environment. Also having such a large number of participants in group presentation, it is difficult to monitor a learner’s comprehension of material.

The final instructional delivery methodology is the small-group format, in which participants “work together in groups of 2 of 10 or so to discuss, question, pursue problems cooperatively, and report” (Morrison, Ross, Kalman, & Kemp, p. 211). This methodology allows learners to get immediate feedback from instructors and encourages students become active in the learning environment. This format promotes student led instruction, but due to its requirement of creating a setting where students can work together, it is difficult to incorporate into many adult learning settings.

Since our training is focusing on a large group of participants, I think it will be beneficial for training to combine two instructional methodologies. Our training session will use group presentation and self-paced learning. Our training will begin with group presentation by utilizing YouTube to introduce and show how you can use QR Codes in the classroom.

Team Member E: Kengia

Section IV: Instructional Plan Table

Below is a table outlining the sequence of our instructional module. This synthesizes the instructional resources and activities outlined through this development plan and previous design documents.

Learning Objective 1: The learner will display knowledge of QR codes by defining the term and describing its purpose in the classroom for third-eighth grade level students.

Content Presentation

Content:

The learner will watch a video providing an overview of the instructional module. The learner will then read the definition of QR code from the Oxford Dictionary, choose how to define the term- QR code in their own words, recite it, listen to the purpose of QR codes as defined by the instructor, and recite their own definition of the purpose of a QR code.

Demonstration:

1) The learner will watch an introductory video summarizing the role of QR codes and the purpose of the module.

2) The learner will be given the Oxford definition of the term- QR code.

3) The learner will be given the Instructor’s definition of the term- QR code.

4) The learner will be given the instructor’s purpose of the term- QR code.

‍‍‍‍‍‍‍‍‍‍‍Materials and Media Selection:‍‍‍‍‍‍‍‍‍‍‍

A pencil/pen and paper and a computer. Dictionaries are optional, not required.

Student Participation

Student Grouping:

The learner will learn the definition, purpose ‍‍‍‍‍‍‍‍‍ and memorize their version of the definition and purpose of QR code individually.

Practice Items and Activities:

1) The student will take notes on the introductory video summarizing the role of QR codes and the purpose of the module.

2) The student will listen to the definition of the term- QR code.

2) The student will listen to the purpose of the term-QR code.

3) The student will practice their definition of the term- QR code.

4) The student will practice their definition of the purpose of a QR code.

5) The student will write their definition of the term- QR code.

6) The student will write their definition of the purpose of a QR code.

7) The student will write at least 3 examples of where a QR code could be used.

8) The student will write at least 3 examples of classroom materials that could be shared using a QR code.

Feedback

The learner will recite the definition and purpose to display understanding of the material. The learner will also share their proposed applications of QR codes.

Learning Objective 2: The Learner will demonstrate how to locate QR code generators using the applications store on their mobile device.

Content Presentation

Content: ‍‍‍‍‍‍‍‍‍‍‍The learner will learn how to locate the applications (app) store on the smartphone/mobile device, ‍‍‍‍‍‍‍‍‍‍‍how to search the app store for applications, how to download the necessary app, and how to verify when the download is complete.

Demonstration:

1) The learner will be given a demonstration of how to locate the app store on their mobile device.

2) The learner will be given a demonstration of how to search the app store on their mobile device for applications.

3) The learner will be given a demonstration of how to locate the necessary app on their mobile device.

4) The learner will be given a demonstration of how to download the necessary app on their mobile device.

5) The learner will be given a demonstration of how to confirm that the app has been correctly downloaded onto their mobile device.

Materials and Media Selection:

A smartphone or mobile device.

Student Participation

Student Grouping:

The student will perform this task individually.

Practice Items and Activities:

1) The learner will watch the demonstration of how to locate the app store on their mobile device.

2) The learner will watch the demonstration of how to search the app store on their mobile device for applications.

3) The learner will watch the demonstration of how to locate the necessary app on their mobile device.

4) The learner will watch the demonstration of how to download the necessary app on their mobile device.

5) The learner will watch the demonstration of how to confirm that the app has been correctly downloaded onto their mobile device.

Feedback

The learners will give feedback of their understanding of the material covered and provide confirmation that the correct application has been downloaded.

Learning Objective 3: The Learner will produce a working QR codes on their mobile device using three different websites that will link to an assignment, a video, and a survey.

Content Presentation

Content: The Learner will learn how to produce a QR code on a mobile device using the following website

, link it to an assignment, a video, and a survey, and confirm that the QR code is working and displays the correct assignment, video, and survey.

Demonstration:

1) The learner will be given a demonstration on how to link a QR code to different websites.

2) The learner will be given a demonstration on how to link a QR code to a sample assignment.

3) The learner will be given a demonstration on how to link a QR code to a sample video.

4) The learner will be given a demonstration on how to link a QR code to a sample survey.

5) The learner will be given a demonstration on confirm that the links are accurate and working.

Materials and Media Selection:

A smartphone or mobile device.

Student Participation

Student Grouping:

This task is to be performed individually.

Practice Items and Activities:

1) The learner will watch the demonstration on how to link a QR code to different websites.

2) The learner will be watch the demonstration on how to link a QR code to a sample assignment.

3) The learner will be watch the demonstration on how to link a QR code to a sample video.

4) The learner will be watch the demonstration on how to link a QR code to a sample survey.

5) The learner will watch the demonstration on confirm that the links are accurate and properly working.

6) The learner will practice linking a QR code to different websites.

7) The learner will practice linking a QR code to a sample assignment.

8) The learner will practice linking a QR code to a sample video.

9) The learner will practice linking a QR code to a sample survey.

10) The learner will confirm that the practice links are accurate and properly working.

Feedback

The learners will give feedback of their understanding of the material covered and demonstrate that they are able to link a QR code to different websites to display an assignment, a video, and a survey.

Learning Objective 4: The learner will develop a list of specific ideas that will incorporate the use of QR codes to display ease of instruction for third through eighth grade level students.

Content Presentation

Content: The learner will learn how to identify activities that can be incorporated into QR codes for ease of instruction, the learner will articulate how the QR code will provide ease of instruction, and the learner will convert a few activities off of the task-list into QR-code friendly activities.

Demonstration:

1) The Learner will be given a few examples of activities in which a QR code can be used to enhance instruction.

Materials and Media Selection:

A task list of activities to be used in the classroom, the scavenger hunt worksheet, and a smartphone/mobile device.

Student Participation

Student Grouping:

This task is to be performed individually.

Practice Items and Activities:

1) The learner will research activities in which QR codes will enhance and provide ease to the instruction.

2) The learner will practice linking QR codes to different resources to determine whether or not the QR code will provide ease of instruction for selected activities.

3) The learner will create a QR scavenger hunt using the website



Feedback

‍‍‍‍‍‍‍‍‍‍‍The learners will give feedback on their understanding of the material covered via a closing survey.

Implementation Plan and Facilitator Guide

Instruction on QR Codes for Teachers

Group 3: LaJeana, Rebecca, Kengia, Elizabeth, and Michael

The following guide will describe how we intend to implement our instruction as an online, self-paced workshop. The sections below will explain our overall objectives, the planning and considerations required to implement the instruction effectively, the instructional sequence itself, and the methods of assessment we will use to evaluate the program's success.

Team Member A: Michael

Section I: Unit Overview

The goals of this instructional module are to provide our learners, 3rd-8th grade teachers, with a specific skill related to the use of technology: The understanding, ability and desire to use QR codes in the classroom. The modern needs for successful classrooms are directly related to the needs in corporate America. After all, it is the job of teachers to teach the future of America. By many accounts, 21st century skills are lacking in future employees; and it’s up to the teachers to help fill in the gaps. Teacher are tasked with the every important undertaking of transforming classroom learning to include that of the abstract, modern technologies the workplace desires. An instructional model on all technologies would be impossibly large and in no way manageable.

This workshop uses two methods of instruction: a YouTube video about the general usefulness of QR codes and some information to help create buy-in. The YouTube video is simply introductory and does not require much beyond viewing. The other part of the instructional module is student-centered activities where QR code generating can be practiced.

The Objectives of this instructional module are to:

1) Learn about QR codes

2) Learn how to locate QR code scanners on a mobile device

3) Learn how to produce QR codes from QR code generator websites

4) Learn about some activities in which QR codes could be used within the classroom.

Team Member D1: Rebecca

Section II: Pre-workshop Planning

Preparing Participants (how we will prepare you for learning)

The facilitator for this workshop will need to make preparations by ensuring that everything is ready and set up for the room where this workshop will occur, making considerations for classroom facilities, bathroom location, room temperature, furniture needs, outlets, lighting, media equipment, and room arrangement (Morrison, Ross, Kalman, & Kemp, 2013). The facilitator needs to also have all handouts and technology equipment ready for use. Pre-requisite skill or knowledge requires use of a mobile device and use of the internet/Wi-Fi. Prior to attending this workshop, the participants need to make plans for bringing a mobile device for use during this workshop. At the start of the workshop, the teacher participants will be prepared for learning by watching an instructional ‍‍‍‍‍‍‍‍video. The participants will be provided a course map that will guide them through the content of the workshop in a step by step manner for self-paced sequential activities. Following the completion of this workshop, there will be an opportunity for the participants to provide feedback about their learning to evaluate the success and effectiveness of the objectives. 

Student Groupings (how participants will be grouped)

This workshop is offered for teachers of 3rd-8th grades. Grouping the participant can occur in a variety of ways. The facilitator should assess the needs of the group at the beginning of the workshop and help participants get into groups based on their specific needs. These needs could change each time this workshop is presented. For the QR Scavenger Hunt, the teacher participants do not necessarily need to be specifically grouped for learning about QR codes, practicing QR codes, or creating QR codes. When embedding QR codes and listing opportunities for using QR codes in the classroom, the participants may prefer to be grouped by grade level or by school (elementary/middle). This would allow for discussion based on similar content and developmental characteristics of students. However, another consideration could be teachers who are trying to plan across grade levels for a school-wide initiative. 

Giving Participants Advance Information (where to obtain advance information)

Any advance information necessary for this workshop will be offered by posting websites, articles, and teacher feedback in the informational packet provided to all participants who pre-register for the workshop. This posting will provide the outline and a brief introduction for this course, as well as basic information about QR codes, QR apps, and QR purposes. If the registration is provided as an online opportunity, then this same information will be provided on the website, as well.

Team Member D2: Elizabeth

Section III: Instructional environment, equipment, and materials

Our instruction is designed for a learner to approach individually at a time of their choosing via the Internet. This choice is liberating in some ways, as it lessens the demand on our team to find space, time, and technology for our individual learners. However, by placing the responsibility on learners to manage their own learning environment and by limiting ourselves to online instructional materials, we also face many constraints. The sections below will illuminate our specific approach to this mode of learning.

Considerations for Asynchronous Online Delivery 

Online, self-directed learning has some benefits from a learner's perspective, as the learners will not need to coordinate with others' schedules and can choose the time and place when they'd like to work. However, as a result, we as instructors have little control over our learning environment, opening up the risk of inadequate resources, interruptions, and technical difficulties. Our instruction should acknowledge these unavoidable factors, but also should provide some structure to prevent these problems from arising. 

First and foremost, all of our content should be made available in a web-based format so that individuals' operating systems and installed software won't impact the instructional delivery. Any pieces of curriculum that must be customized to individual devices, such as when users install QR code readers, should include instructions for all common device types, minimally offering Apple, Google, and Microsoft alternatives. Further, as internet connections, browser software, and computing power will all be highly varied, resources should all exist in formats that can work even in older versions of browsers or on lower quality settings. Videos should all appear on YouTube, and text and images should appear in common formats: HTML/CSS web pages, PDFs, JPEGs, GIFs, or if absolutely necessary, Google Docs. These should hopefully ensure that the user has as smooth an experience as possible with their computer-based learning.

To attempt to control for the remaining possible factors of distraction, learners should be given all information about the course demands up front: necessary hardware and software, time to allot for each portion of the curriculum, and other considerations (having a note-taking method handy). This could take the form of a "course map," which would provide a basic outline of all activities, the materials and time required, and links to any resources outside the central course page.

Finally, though it's unlikely that users in this setting would have incentive to cheat in their courseware, some care should be taken in student assessments to ensure that users have to demonstrate genuine knowledge and skills, rather than being able to derive their answers from internet searches as the complete a final assessment.

Equipment and Materials

All students will require the following to complete our learning program:

• ‍‍‍‍‍‍‍‍A computer - with internet access of sufficient quality to permit the streaming of videos. Ideally the computer should also have audio functionality, but this is optional, as videos will be captioned to comply with ADA standards. All handouts, worksheets, assessments, etc. will be embedded in web interface.

[pic]

• A separate mobile device (smartphone, iPad, etc) - with internet access, a camera, and the ability to download files and applications. Teachers will need to be able to install apps and save small files on these devices in order to demonstrate the skills their students will need to use QR codes.

[pic]

• Word processing software - for practicing embedding QR codes. This could include Google Docs, Microsoft Word, or any other available option, as long as users have the ability to create individual files in which they can integrate text and images.

[pic]

• Tools for note-taking - We expect our learners to engage with videos and activities by recording their thoughts and observations. The form of note-taking is up to them: it could take the form of word processing software, Google Docs, appropriate handwriting implements and paper, or any tool the learner selects.‍‍‍‍‍‍‍‍

[pic]

Provided Resources and Support

We will provide the following to the learner:

• Introduction to course - including a brief welcome, a statement of purpose, and basic instructions to get started with our online course materials. This would be provided on the front page of the course site and in an email to learners enrolled in the course.

• Course map - as described in the Considerations for Asynchronous Online Delivery above, this document could provide an outline of the course structure, with the length of time, materials, and links required for each provided. Links to the following resources should be provided in both text-based and QR code form.

o Course videos (YouTube URLs with a max. 1 sentence summary of each video)

o Download pages for QR code reader apps (URLs for the appropriate products in Google Play, Apple's App Store, or the Microsoft Store)

o QR code generators (Several services' URLs, with a 1-sentence description of what makes each unique.)

o Worksheets & activities (URLs for downloading each document or viewing it online)

• Troubleshooting Guide - with tips on how to deal with basic technology issues, such as a failing scanner app, a QR code that’s difficult to scan, or a problem with accessing the course material.

Through the combination of the learner's equipment and our learning materials, we hope to maintain a structured learning environment within the context of a flexible, online course.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Team Member I: Project Leader - LaJeana

Section VI: Instructional delivery and sequencing

Overview of lesson

We will create a YouTube video, which will train teachers on how to effectively use QR codes in the classroom. QR codes can be linked to YouTube videos and any website.

Sequence of activities

This training module will have self-paced learner activities, which allow learners to practice using QR codes. Learners will participate in an online survey, downloading a working QR scanner, creating a QR code scavenger hunt, and provide immediate feedback to participants.

Step-by-step process‍‍‍‍‍‍‍‍‍

1. Students will log onto  to participate in an online survey

2. Students will access the online course materials, and the “course map” to guide them through using the materials

3. Participants will watch the introductory training video on YouTube

4. After watching the video, students will complete the activity for defining QR codes for students and brainstorming possible uses of QR codes

5. Students will watch a YouTube video explaining how to scan QR codes

6. After watching the video, learners will download a QR Code Reader, if they don’t have one already (most smart phones and iPads will have a QR/barcode scanner app) and practice scanning QR codes

7. Students will watch a YouTube video explaining how to create QR codes using a QR code generator

8. After watching the video, learners will download a QR code generator 

9. Learners will practice creating a QR Code (the smaller the address the smaller the QR Code)‍

10. Participants will complete a QR code scavenger hunt using the website

11. Learners will demonstrate that they can create QR codes to link to different an online assignment, a web-based video, and an online survey using the following website:

12. After submitting the final project, they will take a post-survey on the training

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Team Member E: Kengia

Section V: Assessment of learning

Evaluating learning using an assessment is essential in the instructional design process. As the ACT Teachers' Guide to Assessment (2011) describes, Assessment is the process of gathering and interpreting evidence to make judgments about student learning. It is the crucial link between learning outcomes, content and teaching and learning activities. Assessment is used by learners and their teachers to decide where the learners are at in their learning, where they need to go, and how best to get there. The purpose of assessment is to improve learning, inform teaching, help students achieve the highest standards they can and provide meaningful reports on students’ achievement.

In order to evaluate whether or not the learner acquired the necessary knowledge to create a working QR code, we will incorporate strategies to assess learning using three types of evaluations; the pre-assessment, formative assessment, and summative assessment.

Pre-Assessment Strategies

‍The pre-assessment strategy we will use prior to the instruction is asking the learner to participate in a survey at . The learner will provide some introductory information about their goals and background for the course, including their previous experience with QR codes, what engaged their interest in the course, what they hope to learn, and the sorts of classes that they hope to support with this knowledge. After this, the learner will watch an instructional video at . The video will support the material provided during registration to ensure the learner understands the purpose of the course as well as the expected outcomes.‍ 

Formative Assessment Strategies

We will use the following formative assessment to evaluate learning during the course instruction:

• The learner will recite the definition and purpose to display understanding of the definition of a QR code, alongside a collection of example cases for how QR codes can be used.

• The learner will give feedback of their understanding of the material covered and provide confirmation that the correct application has been downloaded.

• The learner will give feedback of their understanding of the material covered and demonstrate that they are able to link a QR code to different websites to display an assignment, a video, and a survey using the following website:

We chose the above assessments because "formative evaluation is most valuable when conducted during development and tryouts. It should be performed early in the process, before valuable time and resources are wasted on things that aren't working".

Summative Assessment Strategies

It's important to measure the effectiveness of learning at the end of instruction by incorporating a summative evaluation. "Summative evaluation is directed toward measuring the degree to which major outcomes are attained by the end of the course". We will use the following strategies to evaluate learning toward the end of the course instruction to ensure the learner has mastered the objectives of the course:

• The learner will complete a QR scavenger hunt using the website: 

• The Learner will complete a survey () to submit feedback based on what they learned, what can be improved, or added to the instruction.

• The Designers will evaluate student assessments to determine if instructional objectives were met.

Evaluation Plan

Instruction on QR Codes for Teachers

This final document describes the evaluation methods that will be used to assess various aspects of our instruction. We include a description of our methods of both formative and summative assessment, as well as an analysis of how our various assessment methods align with our unit goal and instructional objectives. [pic]

Team Member A: Michael

Section I: Evaluation Process

The learners of this instructional module are 3rd – 8th grade teachers. Ideally, a true evaluation would compare students without QR code instruction with students who do receive instruction with QR codes from those teachers who have participated in this instructional module. Taken a step further, when comparing the students, it would be important to take into account many factors – all of which influence into what makes an education effective (factors such as how financially successful are the students, how is their general happiness, how helpful was the learning process in achieving their goals, etc.). However, not only would that require years and years of research, it would also come along with numerous confounding variables (such as other teachers, environment, personality characteristics, work-ethic, etc.). All of these ideal “measureables,” would be too indirect and difficult to determine any sort of causality. Instead, our instructional model will employ a method of evaluation that is more short-term and less likely to be skewed by unaccounted-for variables. Furthermore, out evaluation would allow for a continuous loop of change in order to continuously allow for improvement.

Our formative assessment strategies are as follows:

• The learner will recite the definition and purpose to display understanding of the definition of a QR code.

• The learner will give feedback of their understanding of the material covered and provide confirmation that the correct application has been downloaded.

• The learner will give feedback of their understanding of the material covered and demonstrate that they are able to link a QR code to different websites to display an assignment, a video, and a survey using the following website: 

Our summative assessment strategies are as follows:

• The learner will complete a QR scavenger hunt using the website:

• The Learner will complete a survey () to submit feedback based on what they learned, what can be improved, or added to the instruction.

• The Designers will evaluate student assessments to determine if instructional objectives were met.

During the process of instruction, the instructor will be expected to assess the learning through various tools. Those tools are artifacts of the learner activities listed below:

The learner will be expected to

1) Show that the correct application has been downloaded

2) Generate a QR code using the website: 

3) Complete a scavenger hunt using the website:

4) Complete a survey () to submit feedback

These tools will all be used in order to determine the effectiveness of instruction.

Considering our learners will be teachers and generally know how the process of learning works (they are better self-assessors), special attention will be paid to the survey on feedback.

Team Member D1: Rebecca

Section II: Alignment of Unit Goals to the Evaluation Process

Our Unit Goal (as stated in the Analysis Document):

“The goal of our instruction is to teach 3rd-8th grade teachers how to use QR codes in a classroom setting. This system for accessing web resources can help instructors transition from face-to-face interactions to digital activities without requiring long interruptions to the class period.

Our instructional unit will include the following specific learning objectives:

1. Define and state the purpose of QR codes

2. Select and use appropriate software for both scanning and creating the codes

3. Embed the codes in digital and print materials

4. Incorporate these materials smoothly in their lesson plans

If our program is successful, we expect to observe increased frequency of use of web resources in-class, as well as a reduction in the amount of class time spent setting up digital activities as instructors or students attempt to access the correct resources.”

The degree to which our instructional module is successful in guiding our learners to achieve our learning objectives is measured by our unit goal. The purpose of evaluation is to provide information about the success of our module. In order to evaluate the overall effectiveness of our module, the participants will provide evaluations in three ways:

1. Self-Evaluation: By completing a self-evaluation, the participants can be responsible for their own learning and individually evaluate their own progress (Morrison, Ross, Kalman & Kemp, 2013). The participants would have the opportunity to compare their outcome results with their pre-assessment taken at the beginning of the course to determine their progress and success. This will allow the participants to recognize if they have any misunderstandings, concerns, or remaining questions. This means of evaluation can better ensure learner preparation for and success with the actual use of this module in their classrooms (Morrison, Ross, Kalman, & Kemp, 2013).

2. Course Evaluation: Summative evaluation is defined by Donald Clark on his blog as "a method of judging the worth of a program at the end of the program activities where the focus is on the outcome" (Clark, 1995). The participants will complete an online evaluation in order to give feedback about the effectiveness of the module. Included in this online evaluation will be specific questions about the course where the participants will rate their answers on a scale of 1-5. The questions will center around achieved objectives, engagement, learning outcomes, organization of the module, facilitator preparedness, relevance of the material, and pace of the module. The link for this evaluation will be provided at the end of the module, offering time to allow the participants to complete the task before exiting the classroom. This will ensure that the evaluations will be completed. The results of this course evaluation will provide necessary information for the facilitators to improve the quality of the module for future use.

3. Student/classroom Evaluation: Due to the nature of this module and its use in the classroom with 3rd-8th grades, the participants will be encouraged to create an evaluation, such as a rubric, for use with their students while implementing this instructional module. Rubrics are multidimensional guidelines that are used for evaluation student work. Rubrics are tailored projects that provide a measurement system for specific tasks. Students know what the expectations are for the project and can monitor their progress (). Rubrics, in turn, help teachers monitor the progress of their students and adjust their planning accordingly. The participants in this module will also be encouraged to share their results from their students' rubrics with the facilitator of this module. Although, this module will be completed, the sharing of this information will ensure completion of classroom implementation and it will provide feedback that could increase the quality of this course.

References

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