Summary of chapter 2&3 of Deeper Learning

  “QR codes are two-dimensional images composed of small black squares.” (page 8) It’s one of the prevalent implementations of scannable technology. With a QR code image, users can go to a website directly by scanning the image without typing into long website URL in a browser.

  Actually, QR codes can also provide a quick access to plain texts, images, files and audio except websites. There are dozens of online platforms providing QR codes generating service for users to create their own QR code freely in different purpose as long as they can credit them when they use their service.

  In classroom, teachers can use QR codes to manage various learning resources for students to get involved in easily. Teachers can copy the link of a learning resource website about Europe history and paste the link into a QR code generator to create a unique QR code image automatically. They can also type the syllabus of their curriculum into the text editor of a QR code generator or upload audio specification of a learning strategy into dedicated editor to generate different QR codes for students to scan and use.

  Of course, teachers can customize the QR code by choosing different templates for modifying and adding small logo in the center for easier distinguishing before they decided to export and download their QR codes. They can also choose different types and set password to limit access to connected contents when they create their QR codes.

  Normally, the static QR code is well enough for providing different resource access in most purpose but teachers can make a dynastic QR code to change connected contents without creating a new code and track scanning frequency for monitoring efficiency of their QR codes. As a consideration of privacy, teachers can set a password for their QR codes if they don’t want others to get access in relative resources except students.

  QR codes are downloaded and saved as image formats in computers, so teachers can change the name of different QR codes to differentiate them easily. They can display the QR code on the screen of a projector or white board for students to scan by using camera lens of their smartphones or tablets provided by school which have been pre-installed QR code readers. Absolutely, teachers can print QR codes in durable cardstock papers and hand them out to students for scanning.

  Besides QR code, augmented reality is another important part of scannable technologies which can be implemented in classroom effectively on enhancing students’ intuitive of learning. “Augmented reality gives students an opportunity to engage with content on a new level.” (page 21)

  Similar with preparing QR codes for teaching, teachers need download AR software from relative websites or App Stores to smart devices and print specific trigger images dedicated to particular software which may be used for later teaching in advance if they decided to use AR technology to foster students’ learning.

  Although there are many kinds of AR software that can be used to teaching such as Quiver Vision and DAQRI, teachers need consider if the AR software they chose could really benefit for students’ learning to avoid just making AR a gimmick for attracting and holding students’ attention. And they also need seriously try out the AR software and trigger images first to make sure students won’t meet some strange problems when they use it because many AR software just work successfully if users hold camera over trigger images in a right angle.

  In addition to use preset AR apps to jump into augmented reality quickly and easily,

(page 27) teachers can design their own AR experiences for students that they can customize trigger images and decide what will happen when images are scanned. In this case, they can turn to some AR creation tools like Aurasma to customize interactions between trigger images and students. And students can also use Aurasma to create their own AR experience.