Hello!
How are you? How has your week been?
I've noticed that I'm writing every Sunday, and there is an interesting implication of repeating tasks. Namely, "According to a 2009 study published in the European Journal of Social Psychology, it takes 18 to 254 days for a person to form a new habit" (Frothingham, 2019).
Well, numbers... I'll have to do some calculations around it hehe.
So, that means if I continue doing this for the next four months (since 18 divided by 4 monthly Sundays is approximately 4) and the upper number of 254 Sundays, which could mean around 4 years and 7 months (if I divide by 55 weeks per year), I would make this blogging my habit. Oh well, maybe hehe.
Now, I want to talk about my reflective assignments in my PIDP courses. I came to the realization that these writings could see the light of day.
So, I will be sharing my reflective assignments from my courses. I believe they are well thought out and easy to read, so blog it is! 😆
The first assignment that I will share is from the course Media Enhanced Learning, where I share my opinion about one presentation on QR codes.
I decided to reflect on the presentation titled "QR Codes for Learning & Teaching" by Kim Regler. I chose this media since I wanted to learn more about QR codes and eventually resolve my struggle with accessing the QR codes. It might sound trivial, but I’m always missing something about it. I point towards the code, and then it’s visible on my screen, but I can not access the wanted item. Do I need to have a better phone? Do I need to point towards the code better, or is there something else I'm missing? For these reasons, I often times feel intimidated by this app.
What caught my attention was the beginning part, i.e., the first image she used as a hook and the many applications of QR codes in teaching and learning. She captured my interest within the first two seconds by using the photo of flying drones creating a QR code in the sky. Even as I write this, I find myself still perplexed by the image. It's not just the precision with which the drones were aligned but also because of their effectiveness with the present audience at the time. The intimidation I originally felt about QR codes, was replaced by genuine curiosity, which is the unexpected twist I never knew I needed. The presenter's idea of using such an image to grab our attention is something I aspire to achieve in my classes. Her facilitation skills, both in selecting this engaging image and providing insightful explanations about it, are remarkable. I'm inspired to incorporate similar techniques to get my learners excited and engaged.
As highlighted by Oglesby (2022), a lesson hook, in this instance, a presentation hook, "should grab [our] students’ attention and leave them wanting to learn more," and that's precisely what happened to me. I believe that Kim selected a fantastic photo, an almost unbelievable example of QR code application. When discussing the possibilities of QR codes, we witnessed the sky being the limit, both metaphorically and literally speaking.
Let's explore two aspects that shed new light on my perspective regarding this media.
One of the unique insights I gained from watching this presentation is the utilization of QR codes in augmented reality. According to AR Code Tech (October 19, 2023), QR codes have the potential to "significantly transform educational experiences." This technology allows us to bring things into our classrooms that would otherwise be impossible, such as a boat, a storm, an organ of the human body, or a sphere in a cube are just some of the ideas. The augmented reality shapes and images we can witness offer a new dimension to learning, (K, 2023). In addition, as Kim suggests, QR codes can “bring the buz of excitement of learning.” (Regler, 2023). That being said, many will agree that experiencing an augmented reality object in front of them is more engaging than watching a video that demonstrates and explains the same object. The immersive quality of the augmented reality object feels more authentic and captivates our attention, allowing a deeper connection with the subject matter. In my personal perspective, the augmented reality object goes beyond being just a visual aid; it serves as an interactive tool that immerses us in the learning process. The sense of presence and engagement it offers contributes significantly to a richer educational experience.
The second takeaway from this presentation is the idea of encouraging students to generate their own QR codes, perhaps as part of a homework assignment. This idea opens up many possibilities for fostering creativity and engagement within the learning process. The options for integrating QR code creation into different aspects of homework and assignments could be an exciting opportunity for students to express their understanding of the material, as Kim suggested in her presentation (Regler, 2023)
In my future teaching and professional practice, I see myself using this media in several ways. Firstly, I could implement QR codes in AR in math lessons, especially where visualizing concepts is important. According to Dobelis (2014), "The development of spatial skills for engineering students is closely related to the success in their future professional career." That being said, the geometry lesson should not be perceived as formulaic lessons, but instead, we should recognize the three-dimensional (3D) and two-dimensional (2D) aspects on a deeper level. By using QR codes, which will allow us to access augmented reality, we, as instructors, can clearly illustrate the relationship between 3D and 2D projections (Dobelis, 2014). In short, I could create and provide to my students a QR code that will lead students to 2D projection of a 3D shape or unfolding of a more complex 3D shape. Second, I can enhance student engagement by assigning homework that requires them to solve math problems and submit their answers in QR code format instead of a traditional document. I believe this creative approach will add an element of enjoyment to their solving-homework-process. Finally, in group work, after explaining the steps, I could give a QR code with detailed instructions. This way, if anyone needs a quick reference, they can scan the code for the information.
I believe it’s every instructor’s dream to see their students not just being present, but get involved, interested, and excited about learning. Using QR codes in our classes can make this dream a reality, creating learning that is fun and engaging.
Thank you for reading this. 😊
References:
AR Code Tech. (2023, October 19). AR Codes: How They Work & Applications in Education. AR code. https://ar-code.com/blog/augmented-reality-codes-in-education
Dobelis, M. (2014, June 1). Application of augmented reality for teaching descriptive geometry and Engineering Graphics Course to first-year students. Academia.edu. https://www.academia.edu/8935601/Application_of_Augmented_Reality_for_teaching_Descriptive_Geometry_and_Engineering_Graphics_Course_to_First_Year_Students
Frothingham, S. (2019, October 24). How Long Does It Actually Take to Form A New Habit? Healthline.
https://www.healthline.com/health/how-long-does-it-take-to-form-a-habit#:~:text=According%20to%20a%202009%20study
K, C. T. (2023, July 10). Beyond the classroom: Augmented reality and the evolution of Education. eLearning Industry. https://elearningindustry.com/beyond-the-classroom-augmented-reality-and-the-evolution-of-education#:~:text=Augmented%20Reality%3A%20A%20New%20Dimension,content%20onto%20the%20real%20world.
Oglesby, J. (2022, June 5). Create engaging lessons: Using Lesson Hooks. The Rocket Resource. https://therocketresource.com/create-engaging-lessons-using-lesson-hooks/#:~:text=A%20lesson%20hook%20is%20a,way%20to%20create%20engaging%20lessons.
Regler K. (2023, December 2), QR Codes for Learning & Teaching [Power Point Presentation], https://www.icloud.com/iclouddrive/0f1PQAB2F8uXLTI43Y5lsSjpg#Kim's_Video_on_QR_Codes
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