Archive for the 'QR' Category

Compare Institutional MLearning to Your School’s Mlearning

Many institutions use QR codes. At the Cornell Plantations at Cornell University (Ithaca, NY),  they have put QR codes next to many wild flowers.  When a person uses his/her smartphone to scan  the wild flower QR code, the person hears a poem that mentions that wild flower.  Even though the person is outside in the “wild” area, he/she can appreciate both the flower and the poetry.   At the Etioje Museum in Indianapolis, they have a guitar exhibit; many of the musicians pictures or  actual guitars have a poster with a picture, words and a number next to them. The person borrows a smartphone from the museum and clicks on a specific  number to watch a video about a musician or hear a specific guitar being played.

Some things that happen during this institutional  mlearning:

– At both places, the visitor becomes involved in his/her personal mlearning.
– Each person decides what he/she wants to learn within the specific category. At the Plantations, the visitor selects which flowers he/she will scan.  The person may skip the QR code for any given flower.
– The visitor can listen/ watch any video as much as he/she wants.  A person may only view a few seconds of the video or the person may re-watch the video many times.
– Each person selects the order of his/her mlearning; at the guitar exhibit, a person may focus on the musicians in a specific time order or a person can randomly sample any musician.
– Each person does his/her own comparisons/contrasts with previous musicians or guitars; when couples or group of people travel together through the exhibit, they often share their comparisons/contrasts.
– Each new learning object broadens the learning or provides more in-depth details.  For example, the guitar exhibit covers many different types of guitar music while it also explains in-depth the development of the electric guitar.
– A visitor experiences variety and diversity such as the many different flowers at the Plantation Wildlife area while, at the same time, he/she encounters a  wholistic view of the category of wild flowers.
– Each place has a visual, print words and spoken words/videos  so the visitor employs different modalities of learning.
– Each person learns at his/ her own pace. A person may linger over a certain flower while his/ her partner goes ahead.
– Each person learns, not with a frown on his/her face, but with a smile.

How does this mlearning compare to mlearning in your school?

My ebook, 90 M0bile Learning Modern Language Activities, is available at http://bit.ly/90mlact.

My modern language blogs are  now at  http://bit.ly/imprml.  I have developed 27  Spanish activities and 4 Modern Language Visual activities in which students begin to express themselves in the modern language and to  move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at   http://is.gd/tbook

Replace Your Textbook with QR codes

Many  teachers dislike their textbooks. The textbooks may include too much or not enough about a learning goal. The textbooks may not arrange materials in the most logical fashion. The textbook may not have enough authentic up-to-the-date materials.  The textbook may not provide  visuals as learning tools.  These books may not provide multiple approaches or differentiated  learning. The textbooks may not provide assessments that assess what the district, school, team, or individual teacher deem as being the most critical.  These heavy textbooks  may not be convenient for the students to have with them outside of class.  These print textbook’s presentation and practice of material may be boring!

School districts, schools, teams or individual teachers now have a choice. They can create their own specially designed  virtual textbook, chapter by chapter or learning concept by learning concept with one page QR  sheets.  An advantage to a QR code textbook is that  the teachers can quickly and easily  change any critical material.  They change  the information on their website page,  wiki page, etc. that is linked to the QR code and the QR code is updated automatically.  In addition, each QR code can contain multiple links to allow for differentiation or choice.

The educator can use a separate QR code for each critical aspect of the learning.  Students simply click on the first QR code to start their learning.

A possible format can be  a separate  QR code for
– the essential question, the media situation/project, the “hook” into the lesson
– the learning goal stated in student language such as  “I  can” statements.  The learning goal can start with low level activities such as basic vocabulary and then work up to concepts.
– various ways to learn the content (videos, podcasts, screencasts of a presentation, a website with written text, an app, etc.)
– various ways to practice the initial  content (an app, a website, etc.)
– various ways to assess  the learning of the content at the lower levels (quick 5-10 item  online quizzes; short performance tasks, etc.)
– various ways to give feedback to students with learning gaps through providing new strategies (links to differentiated strategies such as visual, auditory, physical response, etc.)
– a project with a  higher level thinking activity (PBL, interdisciplinary project, etc.) and its assessment (rubric, checklist, etc.)
– if needed, a formal summative assessment at the higher thinking level.

Creating QR code chapters may sound  like a formidable  task.   However, within one week I had my students, as an end-of-the-course activity,  find  three videos that they felt taught a specific  learning goal well,  find an online quiz that tested the concept, and find a picture that showed an application of the learning.  When students evaluate material, they decide what really helps them to learn.  The materials are “student- approved”.  You can incorporate online materials that you presently use.  If you can work with one other teacher, then you can share your resources.

Get unchained from your textbook so students can learn better.  When will you start on your QR learning textbook?  You might want  to try a QR learning sheet  for a part of a unit or for a unit to figure out what format works best for your students’ learning.

My three formative assessment books, Formative Assessment: Responding to Your Students,  Successful Student Writing Through Formative Assessment, and Improving Foreign Language Speaking Through Formative Assessment, are available at   http://is.gd/tbook

My modern language blogs are  now at  http://bit.ly/imprml

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation at Teacherspayteachers:  http://bit.ly/tpthtuttle

10 Ways Mobile Learning Changes the Teaching-Learning Process

 

Teachers’ role


Higher level thinking


QR codes

Students show learning

Teachers monitor learning

Bring outside in

Take learning out

Communicate

From text to media

Global/ Cultural


Extra: Use all of mobile, not just apps

Using Technology to Prepare Student to Do Well on Finals

We want our students to do well on the class final, department final, school district final, state final or national final.  However, often it is not what our  students know but how they will be tested that determines their grade.

Here are some techniques to use technology to help prepare students for finals so that they can perform well.

1) Give them self-correcting online assessments that mimic  parts of the final.  For example, students can do  several reading comprehension passages  in a program like Quia.  The program instantly tells them whether they are right or wrong. You can build in hints/strategies so that the students can learn  how to get the answer correct such as “Answer the question word ‘Where’ with a place.”

2) Have a wiki where students can post comments on their strategies for doing well in  each section of the test. One student might write “(For the reading passage) I underline the question word in the question and then I underline the answer in the passage.”

3) Have a texting-based program for the class where anyone can text questions as they do  final practice activities. Other students can explain how to get the answer.  For example, one student texts  “Can’t figure out the answer to ‘When do they go to the movies?”‘ since no time is given. and another student responds, “After eating supper tells when something happens; after is a time word.”

4) Use a Power-Point like program that not only quizzes students but then sends them to appropriate online resources if they have incorrect answers.  For example, if students incorrectly identify a math problem, the PowerPoint shows them to a math video explaining that concept.

5) Identify the most common errors that students will make on the learning goals in the final and have the students, in groups, prepare a short one to two minute video explaining those concepts.  They can make these videos not as full explanations but as cheat-sheet videos in which they emphasize the most critical parts.  For example,  Spanish students may review how to ask questions in the preterite tense in the “you” form and how to answer them in the “yo” form and they may review the most common verbs such as “to go” to get ready for a speaking final. They can post these on the school server so that other can access the videos whenever they want.

6)  Use a QR code to send them to a Google Form short 5-10 item quiz based on a final test section.  As soon as the students finish the mini-quiz, show them the class (not individual) results and go over, in class, strategies to overcome  the common mistakes that students made.

Do you know now how your students will do on the final?  Use technology to assess them and help them improve.

I have 20 Spanish spontaneous speaking/fluency activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook   Formative Assessment Responding to Your Students,   Improving Foreign Language Speaking Through Formative Assessment  Successful, and  Student Writing Through Formative Assessment

Replace Glogster Posters with Free QR code Poster

Many educators like Glogster since students can put in links to videos, music, and pictures instead of just text.  As a  free alternative, students can create a QR poster as their learning  poster.  Their poster can be a regular one page word processing document.

The students type in their project title and their name.  They can use their favorite font, font size and color.  They can even change the background color (Format ->page -> background in Open Office).

They decide on the content for their poster.  If they are doing a country report, they may have links showing a map of where the country is, its geography, and its  major cities. The students can shorten the links using bit.ly and then use a QR generator such as Create QR code  to put all of these links in the same QR code. They can select a small 100 x 100 or 150 x 150 so they can put numerous QR codes on the same page. They can label this QR as country info and list under it  location, geography, and cities.  The student can include a picture in under the  Creative Commons license.   They can find three news articles talking about some of the current issues in the country, shorten these links and put them in one QR code. They may label this QR  as current events.  They may  want to list the actual  events under that QR code.  They can find some songs and art of the country, shorten these links and put in another QR code which they label as Arts and again indicate the exact topics in that QR code. They repeat this process for any other topics such as economy, neighbors, tourist sites both for people within the country and  for visitors, or literacy

They can word process their evaluation of  how the country has changed (for the better or for the worse)  in the last fifty years and  what they think will happen to this country in the next fifty  years.

They can email it to you, post it on a class wiki, physically post it in a country gallery in the room, and email it to parents and relatives.  If you have a country gallery in your room, students groups can compare and contrast the countries within a continent and then compare and contrast countries among the continents.

Which type posters will your students use to show their learning?

Tuttle’s formative assessment books:   http://is.gd/tbook

A very useful QR code generator for Mobile Learning (mlearning)

I  use   Create QR code     as my QR code generator for my classes for several reasons:

I can

1) Put in a variety of information such as text and links.  I can embed an essential questions along with links for thinking about the question.

2) Put in many  links/urls.   I often have 5 or more links  in one QR code so that students have a range of choices or a range of resources. (Yes, I’ve shortened the URL.)  This QR code generator creates  a book with many pages while many other QR generators create a book with one page.

3) Select  the size of the QR code.   Sometimes I have manually resized a QR code and that code could not be read.  Students  create a “poster”  demonstrating their answer to an essential question. This poster can be a regular size sheet of paper  with many labeled  small QR codes.

Link to Tuttle’s Formative Assessment books


RSS Education with Technology

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    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
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  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
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  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
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    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
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  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
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