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This document summarizes a research project that used QR codes and mobile RLOs (reusable learning objects) to teach computer terminology to students in Qatar. The project aimed to demonstrate effective mobile learning practices and connect them to learning theory. Students accessed short lessons on equipment by scanning QR codes and completed surveys about their experiences. Results suggested the mobile RLOs reduced transactional distance and aligned with the FRAME model of mobile learning. Future phases aim to refine data collection and expand the research.
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Qr Cache Presentation
- 1. QR Cache: Connecting mLearning practice with theory Rob Power College of the North Atlantic-Qatar Athabasca University
- 2. Project Overview • Started out of frustration over the types of mobile learning seen in Qatar. • Wanted to demonstrate what good use of mobile technologies could look like. • Wanted to demonstrate the ease of development of mobile RLOs. • Wanted to connect mLearning practice to sound learning theory.
- 3. How the Mobile RLOs Work • RLOs were created using a free mobile web hosting service (Winksite) • The RLOs contain: • English names and brief descriptions of devices • Related images • A follow-up “Test Your Knowledge” survey for formative feedback (and to spark group discussions)
- 4. How the Mobile RLOs Work continued… • QR Codes were created using a free app for the BlackBerry Playbook • Students scan a QR Code mounted on a piece of computer equipment to access the relevant RLO • Each RLO takes less than 5 minutes to complete
- 6. Research Objectives 1. How do learners respond to the use of mobile RLOs, accessed by scanning QR codes, to learn English computer terminology and concepts? a) Do learners experience any difficulties when accessing the RLOs? b) Do learners enjoy using such mobile RLOs? c) Would learners like to use such RLOs more often? 2. Does the integration of the mobile RLOs, accessed by scanning QR codes, reflect the principles and benefits of effective mLearning design? a) Do the RLOs help to reduce transactional distance between learners and content, learners and other learners, or learners and teachers (Moore, 1989, 1991)? b) Do the RLOs create optimal interaction between individuals, technology, and social elements, as outlined by the FRAME model (Koole, 2009)?
- 7. Types of Transactional Distance Investigated Learner ↔ Content Learner ↔ Learner Learner ↔ Instructor
- 8. The FRAME Model (Framework for the Rational Analysis of Mobile Education) The FRAME Model (Koole, 2009, reproduced with permission)
- 9. Research Methods Classroom Implementation: • RLOs replaced workbook-based learning • Primer lesson integrated on QR codes • Students and instructors worked together to locate, install, and practice using QR code scanner apps • Two class sessions dedicated to exploring QR codes mounted on computer hardware
- 10. Upon completion of the in-class activities: • Participating students invited to complete on online questionnaire • Questionnaire consisted of a combination of fixed and open-response items covering • Ease of access • Look and feel of the RLOs • Levels of interaction with their peers and instructor, and • Overall impressions. • A similar questionnaire was prepared for participating instructors to provide feedback on the learning activities and RLO designs. • Responses were analyzed for the identification of major themes related to student and instructor perceptions, and evidence of effects upon transactional distance and the types of activities that form the domains of the FRAME model.
- 11. Results from Phase 1
- 20. What This Tells Us • Qatari learners have the devices and connectivity to take advantage of mLearning strategies. • Qatari students enjoy, and want to experience more mLearning approaches. • The mobile RLOs appear to reduce Transactional Distance across all three domains. • The mobile RLOs demonstrate an effective convergence of all three domains of the FRAME model.
- 21. Phase 1 Limitations • The online questionnaire was the only method of soliciting feedback used in the first phase. • The survey schedule would benefit from an in-depth piloting and refinement phase. • The addition of either one-on-one or focus group interviews would provide further opportunity to solicit qualitative feedback, and to triangulate the findings with respect to learner perceptions (Cohen et al., 2011, pp. 382, 412-417). • Data on student achievement on two standardized assessment instruments was collected during the first phase, for comparison with a control class of learners who did not use the mobile RLOs. • While all learners demonstrated mastery of the required competencies, the sample size was too small to obtain confidence in the results of statistical analyses of the achievement data (p. 144).
- 22. Future Plans • The QRCache RLOs have been integrated into the regular MC-105 course curriculum. • Design Phase II to incorporate: – Pilot testing of a more rigorously developed survey – A larger participant base of MC-105 students – Use of lessons learned to develop similar RLOs for other CNA-Q courses – Cross-curricular RLO testing and student feedback – Cross-institutional or workplace research – Eventual development of a checklist, matrix, or rubric based upon Moore’s Transactional Distance Theory and Koole’s FRAME model to assist in the development and assessment of mobile RLOs.
- 23. More Information Scan this QR code to access the QR Cache Research Project wiki
- 24. References Bradley, C., Haynes, R, Cook, J, Boyle, T. & Smith, C. (2009). Design and development of multimedia learning objects for mobile phones. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, pp. 157-182. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155 Clark, R.E. (1994a). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-30. Clark, R.E. (1994b). Media and method. Educational Technology Research and Development, 42(3), 7-10. Cohen, L., Manion, L & Morrison, K. (2011). Research methods in education (7th ed). New York: Routledge.
- 25. College of the North Atlantic-Qatar (2011). Strategic plan 2011-2016: Creating the future…together. Doha: College of the North Atlantic-Qatar. Educause, (2009). Seven things you should know about… QR codes. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7046.pdf Elias, T. (2010). Universal instructional design principles for mobile learning. The International Review Of Research In Open And Distance Learning, 12(2), 143-156. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/965/1675 FitzGerald, E. (2012), Creating user-generated content for location-based learning: an authoring framework. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2012.00481.x Hastings, N., & Tracey, M. (2005). Does media affect learning: Where are we now? TechTrends, 49(2), 28-30.
- 26. Joy, E., & Garcia, F. (2000). Measuring learning effectiveness: A new look at no-significant difference findings. Journal of Asynchronous Learning Networks, 4(1), 33-39. Koole, M. L., (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, 25- 47. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155 Kozma, R. (1994a). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7 - 19. Kozma, R. (1994b). A reply: Media and methods. (1994). Educational Technology Research and Development, 42(3), 11 - 14.
- 27. MacLeod, C., (2011). CNA-Q students and faculty: Report on learning technologies usage. Unpublished report, College of the North Atlantic- Qatar, Doha, Qatar. Available from http://cna- qatar.libguides.com/content.php?pid=196496&sid=1648461 Metodieva, V., (2012, February 3). Qatar’s smartphone market Q4 2011: Executive Summary. Retrieved from http://www.ictqatar.qa/sites/default/files/documents/Qatar%20Smartph one%20Market%20-%20Q4%202011.pdf Moore, M., (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. Moore, M., (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. Retrieved from http://www.ajde.com/Contents/vol5_3.htm#editotial
- 28. Nagy, M., (2012, March 27). Where have mobile apps gone. Digital Qatar. [Web log comment]. Retrieved from http://www.digitalqatar.net/2012/03/27/where-have-mobile-apps-gone/ Ramsden, A., (2008). The use of QR codes in education: A getting started guide for academics. Working paper, University of Bath, Bath, UK. Retrieved from http://opus.bath.ac.uk/11408/1/getting_started_with_QR_Codes.pdf Traxler, J. & Wishart, J., (2011). Making mobile learning work: Case studies of practice. Bristol: UK: ESCalate. Retrieved from http://escalate.ac.uk/8250 Warraich, K. & Dahlstrom, E., (2012, February). A profile of student mobile computing in Education City. Presented at the Technology in Higher Education Conference 2012, Doha, Qatar. Retrieved from http://technology.qatar.tamu.edu/2885.aspx
- 29. More Information Scan this QR code to access the QR Cache Research Project wiki