I’m currently developing an instructional design for a professional development workshop that teaches k-12 teachers the many ways QR codes can be incorporated into the classroom. In the analysis process (the first step in our design process), I learned that a lot of people do not know what QR codes are (at least not by name — though many recognize them when they see them). Even those who know what a QR code is often didn’t know how many different uses they can have — that you can use them to open a link, save text information, even download contact information into your phone! The analysis process helped me compile a list of needs, and has given me an overall, organized focus of the training goals and objectives, which will help me in the development of my instructional design. For this instructional design, the goals and objectives are as follows:
- The learner will become familiar with QR codes. They will be able to:
- Define what a QR code is.
- Give examples of how QR codes are used.
- Choose, download, and effectively use an appropriate QR reader app for their smartphone or iPad.
- Distinguish between different types of QR codes (URL, Text, Phone Number, SMS, Business Contact) and when each is best used.
- Create their own QR codes.
- The learner will understand new ways to incorporate QR codes into the classroom. They will be able to:
- Modify example QR code lessons and uses in a classroom to fit their needs.
- Design their own QR code lesson for the following year.
- Assess the drawbacks and benefits of integrating this type of technology into a classroom setting.
With this set of goals and specific objectives in mind, I imagine the first part of the training will be simple explanation and demonstration of QR codes, followed by some hands-on use and then creation of QR codes by attendees. After people get familiar with QR codes (Goal #1), we will apply that new knowledge of this technology to how we can incorporate that into a classroom. Examples of how other people have integrated QR codes will be provided, and attendees will brainstorm and modify how they can use similar techniques in their own classroom. Once they have brainstormed a bit, they will have time to fully develop a ready-to-go lesson that they will commit to using in the upcoming school year. As a closure, they will reflect on the benefits and drawbacks to this new technology (ex., integrating technology is a district-wide goal and can help engage students more, but sometimes can be very frustrating from a teacher’s point of view because of how often things go wrong with technology). I’m excited to develop the rest of this instruction!