QUICK RESPONSE CODES IN IMPROVING STUDENTS’ VOCABULARY MASTERY : classroom action research in one vocational high school in Cimahi

Penelitian ini bertujuan untuk mengetahui apakah penerapan Quick Response Codes bermanfaat bagi siswa dalam meningkatkan kosa kata bahasa Inggris mereka. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (Classroom Action Research / CAR) dimana peneliti bekerja sama dengan seorang pengamat di kelas. CAR terdiri dari dua siklus dengan langkah-langkah perencanaan, akting, pengamatan dan refleksi dalam setiap siklus. Data dikumpulkan melalui beberapa prosedur, yaitu observasi, kuesioner, wawancara, dan tes. Hasil penelitian ini menunjukkan bahwa ada peningkatan pemenuhan kriteria penguasaan minimum dari 0% sebelum perlakuan menjadi 14,28% setelah siklus 1 dan 77,14% setelah siklus 2. Dengan demikian, kriteria keberhasilan tercapai. Sama pentingnya, hasil kuesioner menunjukkan bahwa siswa merespon positif terhadap penggunaan Quick Response Codes dalam pengajaran kosa kata. Demikian juga, hasil observasi menunjukkan bahwa siswa secara aktif berpartisipasi dalam proses pembelajaran dengan menggunakan Quick Response Codes dalam pembelajaran kosa kata dan mendukung keterlibatan mereka di kelas. Kedua hasil tersebut didukung oleh tanggapan positif dari siswa terhadap penggunaan Quick Response Codes, seperti yang diungkapkan melalui kuesioner, dan pendapat positif kolaborator mengenai penggunaan media pembelajaran, sebagaimana dibuktikan dalam wawancara.;--- This study was aimed to investigate whether the implementation of Quick Response Codes is useful for the students in improving their English vocabulary. This study employed a Classroom Action Research (CAR) design in which the researcher worked collaboratively with an observer in the class. The CAR consisted of two cycles with the steps of planning, acting, observing and reflecting in each cycle. The data were gathered through several procedures, i.e. observation, questionnaire, interview, and tests. The result of this study showed that there was an increase in the students’ fulfillment of minimum mastery criterion from 0% before the treatment to 14.28 % after cycle 1 and 77.14 % after cycle 2. Accordingly, the criterion of success was achieved. Equally important, the result of the questionnaire showed that the students responded positively towards the use of Quick Response Codes in teaching vocabulary. Likewise, the results of observation revealed that the students actively participated in the learning process by using the Quick Response Codes in the vocabulary learning and it supported their engagement in the class. The two results were supported by the positive responses from the students to the use of Quick Response Codes, as revealed through the questionnaire, and the positive collaborator’s opinion on the use of the instructional media, as evidenced in the interview

Web Reviews: QR Codes for Sci-Tech Libraries

QR Codes are popping up everywhere…classroom walls, conference posters, and even T-shirts (http://www.thinkgeek.com/stuff/41/09shirt.html). These “Quick Response” Codes are essentially 2D barcodes that work with your mobile phone’s built-in camera and a reader application ( like “Google Goggles”) to easily point to a web-site or application with one click…rather than typing in a full URL. They also can add a bit of excitement or tech savvy to your promotion materials, such as displays and signs in the library and are very easy to implement. Recently a group of librarians in my library got together to brainstorm how we can use QR codes in our science library. Here is a list of our ideas, best practices and resources that we uncovered. Special thanks to Charlie Heinz, Megan Kocher, and the STS-listserv for all the help with this topic

Use of quick response coding to create interactive patient and provider resources.

BACKGROUND: Since their creation more than 20 years ago, the proliferation of Quick Response (QR) codes has expanded tremendously. Little was found in the literature to support the innovative use of QR coding in the classroom or in health care provision. Thus, the authors created a doctoral-level practicum experience using QR coding to create interactive, individualized patient or provider resource guides. METHOD: Short, descriptive surveys were used before and after implementation of the practicum experience to determine students\u27 comfort level using QR technology, their knowledge base, ease of use, and overall satisfaction with the practicum. RESULTS: Students reported high levels of satisfaction with this exercise, and all agreed that use of QR coding could have important implications in the clinical environment. CONCLUSION: This practicum experience was a creative, practical, and valuable example of integrating emerging technology into individualized patient care. [J Nurs Educ. 2015;54(4):224-227.]

Uso de codigo QR como herramienta flexible para la enseñanza de sistemas de representación gráfica

En los últimos años los teléfonos móviles inteligentes y la facilidad de acceder a internet, ha permitido la incorporación de estos dispositivos y sus aplicaciones, haciendo posible el uso de la tecnología de códigos QR (Quick Response Barcode) en el aula. La importancia del empleo de estos códigos reside en su carácter innovador. Desde el punto de vista pedagógico, uno de los aspectos positivos de la aplicación de estos códigos es lo referido al mejoramiento de la experiencia de aprendizaje del estudiante y a los docentes les permite crear un ambiente más interactivo; visualización y experiencia, conceptos que serán aplicados por los estudiantes posteriormente en su vida profesional.In recent years, smart mobile phones and the ease of accessing the internet have allowed the incorporation of these devices and their applications, making possible the use of QR code (Quick Response Barcode) technology in the classroom. The importance of using these codes lies in their innovative nature. From the pedagogical point of view, one of the positive aspects of the application of these codes is what refers to the improvement of the student's learning experience and to the teachers it allows them to create a more interactive environment; visualization and experience, concepts that will be applied by students later in their professional life.Facultad de Arquitectura y Urbanism

Quick response (QR) codes for audio support in foreign language learning

This study explored the potential benefits and barriers of using quick response (QR) codes as a means by which to provide audio materials to middle-school students learning Spanish as a foreign language. Eleven teachers of Spanish to middle-school students created transmedia materials containing QR codes linking to audio resources. Students accessed the audio tracks by scanning the QR code with an application on a smartphone while completing a homework task. The teachers assigned two tasks in a systems approach model: first a formative, and then a revised summative trial. After each attempt, the Spanish teachers shared their experiences of creating and using the transmedia materials by participating in interviews. Data was collected by means of a needs analysis survey, recordings and transcription of the two interviews, and by obtaining copies of the transmedia materials. The data analysis included a content analysis of the coded interviews, the results of which were triangulated with the responses collected in the needs analysis survey and an examination of the teacher-created materials. Several benefits to using audio QR codes were identified as a result of the analyses. These include the minimal amount of time and expertise required for teachers to create the transmedia materials, an increased student exposure to audio-only materials to aid listening comprehension, and the way in which the use of this technique allowed for transformative learning activities and a conservation of instructional minutes in the classroom. Some barriers were also noted, the largest being that device ownership and Internet access were not universal among students. Additionally, parental restrictions on smartphone use and some school administration polices regarding personal devices made the practice of using mobile technology for homework tasks difficult in certain cases. Implications include the possibility that training pre-service and in-service teachers in the use of transmedia materials that link to audio-only content may help decrease students’ cognitive load and lead to an increase in foreign language learners’ listening comprehension skills. Further study in the use of transmedia materials and mobile technology to support foreign language learning is recommended

The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and validity

The Modified – Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC) was developed as an ecologically valid measure of social-communication behaviour, delineating forms, functions, and intended partners of children’s spontaneous communication acts. Forty one children with autism spectrum disorder (ASD) aged 48 to 73 months were filmed within small-group settings at school. Communication behaviours during a five-minute teacher-led activity and a 10-minute free play session were coded from video-tape. Inter-rater reliability was high. Many M-COSMIC codes were significantly associated as predicted with Social and Communication domain scores on the Autism Diagnostic Observation Schedule (ADOS) and with scores on standardised language assessments. Agreement was more variable, however, at the level of individual M-COSMIC codes and ADOS items. Higher rates of responding, compliance behaviours and following pointing gestures and gaze occurred during the more structured teacher-led activity, compared to the free play. Results demonstrate preliminary construct validity of the M-COSMIC, showing its potential to describe and evaluate spontaneous social-communication skills in young children with ASD for research and applied purposes

Four Lenses for Designing Morally Engaging Games

Historically the focus of moral decision-making in games has been narrow, mostly confined to challenges of moral judgement (deciding right and wrong). In this paper, we look to moral psychology to get a broader view of the skills involved in ethical behaviour and how they may be employed in games. Following the Four Component Model of Rest and colleagues, we identify four “lenses” – perspectives for considering moral gameplay in terms of focus, sensitivity, judgement and action – and describe the design problems raised by each. To conclude, we analyse two recent games, The Walking Dead and Papers, Please, and show how the lenses give us insight into important design differences between them

Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study

Reference:DFE-RR129 Publication Type: Research Audience: Researchers, Statisticians, Teachers The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years. A continuing question for EPPSE was whether pre- and primary school experiences or children's early home learning environment (HLE) could reduce inequality. The study aimed to examine the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools. While the original studies found that parents' socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important. Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children’s educational outcomes. During the primary phase (EPPE 3-11) of the longitudinal study the research team conducted contextualised, value-added analyses for all primary schools in England across three years (2002 – 2004) from Key Stage 1 to Key Stage 2. These analyses, based on multi-level modelling, considered children’s progress and attainment while controlling for a range of background factors (e.g. gender)