Month: November 2010

4D Books, Cover Work and a Retweet – QR Codes in Education

Continuing the narrative on QR codes David Mitchell, this past week, took to stage at #tmbpool3 demonstrating how he has used QR codes to connect the myriad of online content produced by his students to the work they produce in their books. Using a beautifully designed Prezi and actual students books he showed how he was addressing the problem of evidencing where work and assessment is happening for parents, Ofsted, and more importantly for the students and themselves as educators. The post, titled: ‘Introducing 4D Books – Linking analogue to digital‘ is well worth the read.

In controast to David I have been taking a more gradual approach to QR codes. I have simply begun to include them in a variety of places over the last couple of week. I have added some to the VLE providing links to blogs or useful websites for Media and English students. I have added some to my lesson presentations such as on homework slides and I also left a link to my cover work, via a short url and QR code, on my classroom door while I was out of school on Friday. See below.

I have not actively engaged the students as a whole class in using them yet but simply encouraged students who  have a QR capable phone to download a free app and scan the code to see what happens. The response has been positive and by the end of two weeks some students scan the code on the homework slide rather than copy all the info down into their diary. I am going to continue with this approach while I am in the process of developing a whole class activity for my Media Studies class (more on this in the near future).

Finally, David Hopkins retweeted a link to a page on the blog: ‘Web2 tools for in the classroom’ about QR codes. On the page there are a variety of links to useful posts and a clear explanation of what QR codes are, with some useful ideas on how they can be used in education. I certainly like the idea of students including QR codes in their assignments to send me the teacher to a useful resource.

Want to know more about QR codes in education? The read my most read post ever!

If you have been using QR codes or have ideas please comment below or share via Twitter with the hash tag: #qrcode

School-based Enquiry: Google docs & AfL

I attended my third MA session this evening; the first session of Module 2: Assessment for Learning. Unlike Module 1: School-based Enquiry, this module centres around reading and secondary research. After receiving my ‘Module Reader’ it prompted me to knuckle down this evening and try to finish refining the focus of my School-based Enquiry.

While I have had a clear idea of what I wanted to focus on it has been quite difficult to put it concisely into words. I feel that I am close and hope that writing this post will help me to add further clarity.

It is my intention to investigate the impact Google docs can have on assessment for learning. I wish to build upon and refine practices that I put in place last year. With careful thought given to the pedagogy, I believe that Google docs can transform assessment for learning, making it more efficient and effective for students; increasing the rate of progress that they make.

One of the keys to this is the ability to re-use a piece of students writing multiple times  – conducting self, peer, and teacher based assessment; each time allowing the student to develop and improve their work. This continual input combined with the ability to re-edit without ‘recreating’ the writing, each time, puts greater emphasis on the learning than on the assessment. This is arguably the most important feature of AfL; too often neglected in favour of grades and target setting with little consideration given to what the student should do with that information. The response can be instant rather than: “Here is your target, think about that next time we do assessment”. I am saying: “Here is how you have done, now edit your document, correcting, adding, deleting, changing etc…”

Using Google docs in this way removes the dreaded ‘red pen’; removes the finality of assessed work on paper; and in my own experience – removes the urge to stick a grade on the work. The process is more that of author, working through a draft, editing and refining their work. The feedback from peers and teacher take on equal status, acting as the voice of the editor with the student able to acknowledge the criticisms and act upon them focussing on learning and improvement.

Have you used Google docs to support assessment for learning? If you have, I would love to hear about how you used it and what the outcomes were. Please respond to this post or send me an @reply on Twitter using the following hash tag: #mainedu.

MA in Education

I recently began an MA in Education. The MA is delivered by the Westminster Institute of Education; part of Oxford Brookes University. A modular course; it begins with the Postgraduate Certificate in Advanced Educational Practice (CAEP). Made of three modules; accounting for a third of the full MA, the course is delivered part-time with sessions held at my School.

The first module is a School-based Enquiry in which I have chosen to focus on my use of Google docs. As an enthusiast in the use of technology in the classroom; Google docs was one such technology that I believe had a significant impact on my student’s progress last year. It is my intention to try to quantify that by completing research into its impact on an individual class’ progress this academic year.

Building on the work that I did last year and recent improvements made to Google docs I am going to limit my research to one specific use of Google docs: How does it improve the quality of one-to-one assessment for my students? At the moment I am in the latter stages of planning this research. You can view my progress here.

The other modules that I will be undertaking this year are Assessment for Learning and Developing E-Learning.

Ii is my intention to document my progress throughout each module on my blog. To do so, I have created a dedicated page here. I hope, that by documenting it publicly, it will help me keep to a strict schedule while also providing opportunities for wider input and feedback on my research.

To maintain my organisation and productivity I have installed Evernote on my MBP, Android phone and in Google chrome to store and record notes. I have also linked my Oxford Brookes Library account with Google scholar to ease the logging of journal articles and essays. I will be mainly downloading these to read on my Sony eReader allowing me to attach notes. Finally, I will be tagging posts and tweets related to my research with #mainedu.

#edjournal – Sneak Peek!

Volume 1, Issue 1 of #edjournal is almost ready to be published. Nick is making final edits to the articles that will be featured, while I have been readying the website and designing the PDF/EPUB version.

You can  read the original blog post launching #edjournal here.

Articles to be featured in Volume 1, Issue 1 are:

  • The Changing Shape of Mathematics Education – Andy Kemp
  • What is the role of ICT teachers in 21st Century Teaching and Learning? – Andrea Pellicia (Click through to see this article as it will appear on the website)
  • Looking in the Mirror: Reflective Learning – Peter Richardson
  • Implementing New Technological Tools in Schools – Jan Webb
  • The Boy in the Nazi Jumper: Literacy and Knowledge Creation in the History Classroom – Nicholas Dennis
  • Going on Safari: Games Based Learning in Action – Dawn Hallybone

Here is the front and back covers of the PDF/EPUB version. To create a professional finish I have maintained a minimal style in keeping with the website.

 

 

 

 

 

 

 

#edjournal will be available very soon. Watch this space!