Familiarisation with the new environment, staff and friendship formation: Using QR Whodunnit Mystery Activity for students transitioning into HE Sharon.

Familiarisation with the new environment, staff and friendship formation: Using QR Whodunnit Mystery Activity for students transitioning into HE

Sharon Tonner

Education, Social Work and Community Education

This study aimed to understand the effectiveness of using

students’ mobile technology and strategically placed QR codes

around campus with regards to:

* forming friendship networks* becoming familiar with key locations* becoming familiar with members of staff* seeing transferable links between the activity and classroom

practice* barriers to collaboration

What did we want to find out?

142 PGDE Primary and Secondary students, in the

School of Education, Social Work and Community

Education (ESWCE), participated in a QR Hunt activity

in their professional practice tutor groups.

44 students completed the online questionnaire.

Who participated?

Who Dunnit?

The key for a room in the Dalhousie Building went missing last month and is required to a open a room for a workshop this afternoon. A member of staff has the keys but no-one knows who!

The Programme Director has her suspicions, however, your help is required in solving the mystery of the missing key...

How to solve the mystery

Mobile device and a QR code reader

Location: Coloured QR Codes

ISE - 19

Dalhousie - Lecture Theatre 3 & IT Suites - 14

OMS Reception - 8

Enquiry Centre-Student Services - 41

Finance-Student Funds Unit - 30

DRIVE (Book Store) - 17

Witness Statements

LOCATIONSTATEMENT

Why mobile technology?

Today’s generation live in a digital society that Miller (2011) classed as a ‘Weightless’ society due to the virtualisation of many services and products.

Why mobile technology?

Smartphone penetration in EU5 (ComScore 2013)

Why mobile technology?

Technology is becoming more ubiquitous where users are now ‘becoming less tethered to their desktop computer and more mobile in terms of devices, locations and patterns of use’ (Dutton and Blank, 2013, p12).

These devices are also enabling ‘cross-platform digital media consumption’ where users are being classified as ‘digital omnivores’ where they are accessing media at different points in the day using respective devices (ComScore, 2013).

Why QR Codes?

*Quick Response*Multi-media*Educational possibilities

Methodology

An online questionnaire was used that primarily explored the students' perspectives in relation to the Who Dunnit activity.

Participating students were given the opportunity to complete the questionnaire after six weeks into their course to provide them with time to develop their social relationships further.

What did we find out?

Not Important

Important

UNIVERSITY

What did we find out?

STUDENT FEEDBACK :

It was an enjoyable experience and a different way to perform an ice breaker than the standard around the desk tasks. I would much rather this type of ice breaker. I enjoy active involvement rather than being put on the spot to answer questions about myself.

SOCIAL

What did we find out?

COLLABORATION

STUDENT FEEDBACK:

Teamwork although some people did all the work.

Maybe smaller groups.

Maybe smaller groups.

What did we find out?

LOCATION

STUDENT FEEDBACK:

Was a really good way of getting to know the campus, as would have probably just looked for places as and when I needed to.

We were too busy trying to work through the task that we did not have time to actually take note of where everything was located.

What did we find out?

STAFF

STUDENT FEEDBACK:

It helped me put a face to a name but not necessarily getting to know them. I believe this came more from attending workshops/ lectures.

What did we find out?

TECHNOLOGY

STUDENT FEEDBACK:

Not everyone had smartphones, QR Reader App or Internet connection.

What did we find out?

TRANSFERABLE LEARNING

STUDENT FEEDBACK:

In science a different QR code could be placed on each bench alongside a particular experiment. The code takes pupils to instructions on how to carry-out that experiment with a video and step-by-step diagrams.

I would use QR Codes as the label on boxes set out for a class lesson. The Code would hold instructions and information on the Success Criteria for the project for the use of materials in the respective box.

What did we find out?

TRANSFERABLE LEARNING

STUDENT FEEDBACK:

I’ve seen a CSI-type activity being used during maths lessons. This could perhaps be embedded into an outdoor environment for an orienteering-style exercise similar to the whodunnit. The children could scan the QR code which would come up with a maths problems and once they have solved it, a clue to the whereabouts of the next QR code could be revealed.

What did we find out?

TRANSFERABLE LEARNING

STUDENT FEEDBACK:

I would be interested to use them, however having devices to scan the QR codes might be problematic for pupils without devices with scanning capability

No - I find them a bit gimmicky

Summary

Despite some technical issues and the dynamics of one group, most students

were positive about how the activity had helped develop their social networking

skills with their tutor group. Although becoming familiar with specific members of

staff was not as successful, due to the activity being the focus and the time that

was available to complete it, students were able to see transferable learning into

the classroom environment.

FUTURE PURPOSESTime – ensuring that there is adequate time to introduce the task.

Technology – ensuring that students have access to internet/ university wifi on their devices prior to starting the activity alongside a QR code reader application.

Devices – having a device for each group to ensure that all groups can be active due to having technology that works.

Knowledge – provide students with a brief introduction to what QR codes are prior to the activity so that they can focus on the task rather than the technology.

Grouping – the size of each group needs to be taken into consideration to ensure that all members are actively involved.

Interactivity – the possibility of incorporating interactive activities at each location where students are creators rather than consumers of content thus providing further opportunities for socialisation and learning a new skill.