instructional design project - final

8/11/2019 Instructional Design Project - Final

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EDTECH 503

Choose Your Own

Adventure QR Code StoryInstructional Design ProjectDessa Schurr

8/4/2013


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Dessa Schurr 2013 3

Part 8 AECT Standards Grid....................................................................................................................24

Appendix A Needs Analysis Survey Questions..26

Appendix B Write a Choose Your Own Adventure Story27

Appendix C Story Map.28

Appendix D Creating and Saving QR Codes..29

Appendix E QR Code Practice.30

Appendix F Choose Your Own Adventure QR Code Story Rubric31

Appendix G Expert Review Evaluation.32

Resources..34


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Dessa Schurr 2013 4

Synthesis Reflection Paper

Instructional design is like a jigsaw puzzle. Many pieces are necessary and required to design a

lesson. Each piece must be analyzed and reviewed to see if it will fit with the other piece. When

all the pieces fit together to create the final product or design, the designers intention is clear.

At the beginning of this class, instructional design meant pre-planning of educational materials

and activities to be designed and implemented in an educational setting. Therefore it required

the consideration of student needs and the end result when planning or designing educational

materials. As Smith & Ragan (2005) state, Instructional design activities offer a process for the

systematic planning of instruction that may improve the effectiveness of the materials leading

us to understand that this process is not always linear, but allows for moving back and forth (p.

15). As I complete my instructional design project, I realize there is so much more that is

involved in instructional design. Each step is dependent on the next and helps you analyze and

revise along the way. It truly requires a systematic approach that has challenged as well as

expanded my thinking of instruction development.

As I began designing the first part of this project, I realized how important it was to understand

more than just the basics of student abilities and learning environment. This design process had

me consider the learning context and objectives paired with assessments. With a deeper

understanding of the learning context, I was able to really think about other factors that may

affect the instruction. I discovered with the matrix of objectives and assessments that it provided

me with the opportunity and awareness to think about each objective and how the students will

be able to demonstrate their success of it.

As the second part of the project began, the concept of details, instructor guides, and expert

reviews developed into a visible framework for the instruction. While working through each new

step in the design, I realized that each step reinforced the other which coincided with thepurpose for the design. The expert review helped me to realize that seeking someones help in

a topic they are an expert in can aid in a successful learning experience for all students. The

expert review allowed me to check that I was not assuming or missing any steps in the

instruction. Also, as I was progressing through the last part reminded me of my purpose as an

educator which is to engage and enrich my students learning experience by providing them with

learning applicable to their everyday lives.

Overall, this course on instructional design has helped me to better understand the development

of lessons based on learner needs. It also helped me to focus on the learner, goals and

objectives, formative and summative assessments, conduct a needs assessment, and design

motivating and engaging activities. Smith & Ragan (2005) summarize that instructionaldesigners use these skills in their everyday lives and one of the things that designers must

learn is when and how to adjust design to the demands of the context (p. 368). This school

year, I plan to conduct a pre-test to help me understand their current abilities which will help me

design lessons to help them gain new skills. It may even be beneficial to my lesson design and

the students for me to conduct a needs assessment at the beginning of the year for each of my

classes. This information will help to develop lessons that are better suited to their needs

instead of assuming.


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Dessa Schurr 2013 5

Part 1 Topic

Part 1a Stated Learning Goal

After 3 hours of instruction, 5thgrade students will be able to create a choose your own

adventure story that includes QR codes to get to the next step of the story.

Part 1b Description of the Audience

The target audience for this instruction consists of 5th graders. The learners for this instruction

will be from a large suburb of Indianapolis and attend a K-8 Catholic School. They will have had

four years of prior technology class instruction.

Part 1c Rationale

At my school, we are working towards purchasing a set of iPads per classroom in the near

future. I chose this topic since students need to understand the basics of iPad use, as well as

other features it offers such as QR code readers. This topic and lesson allows the students tosee how easy it is to create QR codes and promote the use of QR codes throughout the school.

As the technology teacher, it is my goal to have all students proficient and comfortable using

technology. This idea goes beyond computer use since mobile devices are becoming common

educational technology.

The instructional strategy that I will use overall with this lesson is supplantive. As Smith &

Ragan (2005) explain, Supplantive strategies explicitly and overtly provide much of the events

of instruction, actively gaining learners attention, informing learners of the objective, explicitly

providing a preview of the lesson, and so on (p. 142). My instruction provides learners with

scaffolding and facilitation to complete each procedure/step.

This instruction will employ procedural instructional strategies because the goal of the

instruction is to teach the learners the steps to create and read QR codes using a mobile

device. Procedural strategies usually require a step-by-step approach to reach the final

outcome. To allow the learners the opportunity to learn and practice creating and using QR

codes, simple procedures will be applied to instruction. Simple procedures may be taught

straightforwardly, with a step presented and demonstrated and then practiced (Smith & Ragan,

2005, p. 191).

This instruction is classified under procedures based on the notion that the students have a

basic understanding of how an iPad works, how to download apps, and using Microsoft Word.

This prior knowledge allows instruction time to focus on their story writing and the QR codecomponents of the lesson. As Smith & Ragan (2005) state, Demonstration of knowledge of a

procedure requires actual application of it (p. 189). The learners will follow a set of steps

(procedures) to be able to write their story, create the QR code using the QR code generator,

and save the QR code to their computer.


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Dessa Schurr 2013 6

Part 2 Analysis Report

Part 2a Description of the Need

Part 2a.1 Needs Analysis Survey

To assess the needs of my learners, I created a Google Form. The survey was posted tomy class website. An email was sent to my future 5thgrade students asking them to

participate in my survey.

At this time, the survey was sent to 40 students and I had 21 responses. Each question

on the survey was required so that I could learn the necessary information to design this

instruction. A list of questions can be found in Appendix A.

Part 2a.2 Needs Analysis Data Report

What is a QR code?

The survey asked learners if they knew QR

codes. The response to the question was

limited to Yes or No. About 85% (18

students) of the learners who responded know

what a QR code is and about 15% (3

students) of the learners do not know what a

QR code is.

QR code creation

The survey asked learners if they have

created a QR code previously. The response

to the question was limited to Yes or No.

About 85% (18 students) of the learners who

responded have not created a QR code before

and about 15% (3 students) of the learners

have created a QR code before.

Download Apps

The survey asked learners if they knew how

to download an app from an app store on a

mobile device. The response to the questionwas limited to Yes or No. About 95% (20

students) of the learners who responded

know how to download an app to a mobile

device. Only 5% (1 student) of the learners

responded that they did not know how to

download an app.

18

3

Do you know what a QR code is?

Yes

No

3

18

Have you created a QR code before?

Yes

No

20

1

Do you know how to download

an app?

Yes

No


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Dessa Schurr 2013 7

Bring Own Device

The survey asked learners if they would be

willing to bring in their own mobile device to

assist in the lesson. The response to the

question was limited to Yes or No. About

66% (14 students) of the learners responded

that they would be willing to bring their mobile

devices to use in the lesson. Only 33% (7

students) of the learners responded that they

would not be willing to bring in their devices.

Other Findings

Overall, 100% of the participants indicated they have used an Apple device before, have

read a Choose Your Own Adventure Story, are able to correctly identify the steps in

writing a Choose Your Own Adventure Story, are comfortable using Microsoft Word, are

comfortable using an Apple Device, and are interested in learning about QR codes.

About 90% of the participants responded that they would be willing to share knowledge

about mobile devices with peers. About 85% of the participants indicated they would be

willing to assist their peers if they needed help with the mobile device. About 90% of the

participants indicated that they could constructively proofread and edit a peers work.

Part 2b Description of the Learning Context

The needs assessment was conducted based on the innovation model. The innovation model is

the evaluation of changes in the educational system, i.e. there is or may be something new that

learners need to learn (Smith & Ragan, 2005, p. 44). Due to new technologies always being

introduced to society and educational systems, students need to be prepared and

knowledgeable in these new tools. Understanding how to use the tools offered with an iPad

effectively, for more than just gaming, will benefit the students in their future. The necessary

resources are not available yet, but will be very soon and most students in 5th grade already

have access to tools that can assist them in completing this instruction. If required, students can

bring in their own devices to read QR codes.

When students reach the 5thgrade at this school, they begin a rotating schedule. Due this new

schedule situation, these students may struggle with getting used to the change. This may affect

the students concentration or motivation. Technology class is not the first class of their day and

they may be slightly rushed by the time they get to class. Not only are they experiencing a new

schedule, but they have new teachers for every class (except specials). These new situations

and new teachers can affect student performance since 5thgraders have technology the first

two quarters of the year.

14

7

Would you be willing to bring in

your own device?

Yes

No


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Dessa Schurr 2013 8

Part 2b.1 Learning context

The learning environment where this instruction situates is a private, K-8 Catholic school

located in a suburb city of Indianapolis. Each student is required to take technology

class. This lesson would take place during regularly scheduled technology class time.

5th grade students have class for 45 minutes every day for one quarter. Class sizes areusually around 25-27 students. The students meet their technology teacher in the

computer lab located on the second floor of the building. The lab contains 28 desktop

computers, headphones, and microphones for each student. The lab is installing new

computers this summer with Windows 8 and Microsoft Office 2010. At this time, class

sets of iPads are not available to the students.

The main color printer for the school is located in the technology lab and students are

able to print to this printer. The lab also has a SmartBoard with projector that is attached

to the teacher computer. Student computers are placed around the perimeter of the

room and two rows in front of the SmartBoard therefore requiring most students to swivel

in their chairs to see and listen to instruction.

Part 2b.2 Transfer context

Since tablet and mobile devices are becoming common tools in education, students can

apply QR code knowledge to outside of this instruction. Many companies, schools, and

other businesses are using QR codes to help advertise or present more information

electronically. Students will understand how easy and fun it can be to create and use QR

codes. These goals are appropriate to help students better understand new technologies

and the basic skills needed to use iPads. QR codes can be created using a generating

website, which allows the students an easy tool to practice and make codes.

Part 2c Description of the Learners

Based on the results of the needs analysis survey, the participants all indicated their interest in

learning about QR codes. This lesson is designed to be facilitated in the technology lab with

access to computers and mobile devices. Most participants indicated they were willing to bring

in their own devices if necessary to complete the lesson.

Learners for this instruction will be 5thgrade students with about 4 years of previous technology

classes. Students need to have a background in Microsoft Word and the basics of iPad use.

Students will also have prior knowledge of Choose Your Own Adventure Stories from their core

Language Arts class.

Students will be required to type their own version of a Choose Your Own Adventure Story.

Based on the results of the survey, participants indicated they were able to type at a 4th-5th

grade level in WPM (words per minute), as shown by the graph below.


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Dessa Schurr 2013 9

Part 2d Learning Task Analysis

Information Processing Analysis Graphic

0

0.5

1

1.5

2

2.5

3

3.5

4

20 21 22 23 24 25 26 27 28 29 30

WPM

Average Words Per Minute (WPM)

Students


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Dessa Schurr 2013 10

Part 3 Planning

Part 3a Learning Objectives

1. Learners will identify all the steps to assist in writing a Choose Your Own AdventureStory by restating and explaining each step.

1.1 Using a computer, learners will list and describe each step in the story writingprocess.

2. Learner applies story writing steps to create a Choose Your Own Adventure Story.

2.1 Learners will use a handout with steps to guide their story writing process.

3. Learners will use a story map to organize the flow of the story.

3.1 Using the story map, learners will fill in each section.

4. Learner applies the story map to assist in writing the story.

4.1 Learners will open a new Microsoft Word document.

4.2 Using the story map, learners will set up Word document.

4.3 Learners will use ideas from completed story map to write each section of thestory.

5. Learner applies proofreading and editing skills to story.

5.1 Using a checklist, learners will proofread and edit a peers story.

6. Learner applies prior knowledge of mobile devices to download a QR code reader.

6.1 Using a mobile device, the learner is able to access an app store.

6.2 Using a mobile device, the learner is able to successfully search and downloada free QR code reader.

7. Learners will use a QR Code Reader by scanning an example QR code for practice.

7.1 Using a mobile device, learners will open the QR code reader.

7.2 Learners will scan an example QR code by holding the device over the QRcode.

8. Learners will copy and paste text into the QR code generator to create a code for thatsection of the story.

8.1 Using a computer, learners will open an internet browser and enter in QR codegenerator web address.

8.2 Using keyboard shortcuts, learners will copy, one section at a time, of their story

into the QR code generator website.9. Learner applies prior knowledge of saving files to save a QR code from the QR code

generator website into a folder on the computer.

9.1 Using a mouse, learners will locate and click on Save button above QR codeimage.

9.2 Learners will type a specific file name for the image by writing in the box andclicking Save.


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9.3 Using a mouse, learners will locate downloaded file on browser window andsave to their folder.

10. Learners will use appropriate tools to insert a saved image into a Microsoft Worddocument.

10.1 Using a mouse, learners will click on Insert tab, and then click Picture.

10.2 Using a mouse, learners will go to their folder where the QR code image wassaved and choose an image.

10.3 Using a mouse, learners will double clickon an image to be inserted into Word.

Part 3b Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan

LearningObjectives(a)

BloomsTaxonomyClassification (b)

Format ofAssessment (c)

Descript ion of testform (d)

Sample items(e)

1 Comprehension Paper-and-Pencil Identify items incomputer-based list

Create list byrestating and

explaining the stepsto write a ChooseYour Own AdventureStory.

2 Application Paper-and-PencilComputer-basedconstructed answer

Demonstrate how towrite a Choose YourOwn Adventure Storyin Microsoft Word.

3 Application Paper-and-PencilCompletion of storymap

Fill in each section ofthe story map chart.

4 Application PerformanceObservation withchecklist

Develop story inMicrosoft Word usingstory map as a guide.

5 Application Performance Observation withchecklist of skills

Assess writing usingproofreadingchecklist.

6 Application PerformanceObservation withchecklist of skills

Utilize skills tomaneuver throughmenus on tabletdevice to download aQR code reader.

7 Application PerformanceSimulation of QRcode reader

Practice using a QRcode reader byproviding examples touse with the readerand mobile device.

8 Synthesis PerformanceObservation withchecklist

Demonstrateappropriate copy andpaste skills to copytext into QR codegenerator website tocreate QR codes.


Transfer priorknowledge to savenewly generated QRcodes from website to


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their folder on thecomputer with anappropriate file name.


Use correct tools andbuttons to insert theQR code into

Microsoft Word.

Part 3c ARCS Table

ATTENTION

A.1 Perceptual Arousal

Show and scan example QR code for students, such as a QR code on a McDonalds cup(http://www.flickr.com/photos/awgrafx/8495018233/).

A2. Inquiry Arousal

Show the students a variety of example QR codes (i.e. McDonalds cup, magazineadvertisements, etc.) to demonstrate that the codes can be found anywhere and can be usedfor anything.

A3. Variabil ity

Have students provide examples of where they have seen QR codes before by creating a classlist on the board or having students search online for examples.

RELEVANCE

R1. Goal orientation

Access students prior knowledge of basic iPad skills and literary genres, using this checklist asa guide:http://tinyurl.com/ipadchecklist.

Provide most educational technology tools necessary to complete project (i.e. iPads andcomputers).

R2. Motive matching

Allow students to decide on the topic of the story, as long as it follows the Choose Your OwnAdventure Story format handout (see Appendix).

R3. Familiarity

This lesson provides the students with a story format to relate the concept of QR codes andwhat they can do to their everyday lives.

CONFIDENCE
http://www.flickr.com/photos/awgrafx/8495018233/http://www.flickr.com/photos/awgrafx/8495018233/http://www.flickr.com/photos/awgrafx/8495018233/http://tinyurl.com/ipadchecklisthttp://tinyurl.com/ipadchecklisthttp://tinyurl.com/ipadchecklisthttp://tinyurl.com/ipadchecklisthttp://www.flickr.com/photos/awgrafx/8495018233/


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C1. Learning requirements

Have all students create a short example QR code and text to make sure they understand howto complete the task.

C2. Success opportunities

Allow students to test their codes using mobile devices with QR code readers.

C3. Personal control

When students have successfully read their test QR code and it produced the text they typedinto the QR code generator.

SATISFACTION

S1. Natural consequences

Post QR codes around the room for different ideas, text, tasks, etc. to allow students continueduse of QR codes and readers.

S2. Positive consequences

Include QR codes in future lessons and allow students to use them in future projects, such asdirections, references, or links to documents.

S3. Equity

When students test their final story with QR codes and it follows the Chose Your OwnAdventure Story format with no loops.

Part 4 Instructor Guide

Introduction

At tent ion :To gain attention of the students, show and scan an example QR code for

students, such as the school website. Allow students to search for QR codes on the

internet to be scanned. This will allow the students to see how a QR code works.

Purpose:Inform students that they will be learning how to create QR codes using a

QR code generator,http://www.the-qrcode-generator.com/.They will also practice this

by writing a Choose Your Own Adventure Story using QR codes to get to the next

section.

Motivation:To help motivate the students in the lesson, show a variety of example QR

codes (i.e. McDonalds cup, magazine advertisements, etc.). Either the instructor can

use a QR code reader on the codes or allow the students to practice themselves.
http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/


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Overview:In this lesson, we will first see an example of a QR code and a reader. As a

class, we will practice making a QR code with text and then practice with a QR code

reader. After practicing creating QR codes and using a QR code reader, we will begin

writing a short Choose Your Own Adventure Story. For each new choice in the story, we

will use a QR code to help us get there. After writing the story, we will copy and paste

each choice section into the QR code generator website. Next, we will save each QRcode created and add them to the word document to create a book.

Body

Prior Knowledge:Students prior knowledge of basic iPad skills and literary genres

need to be assessed. Inform the class that each of them has, on some level, the

technical ability and knowledge to complete this activity. Each student has used a

computer, Microsoft Word, and the internet previously. Students should be asked if they

have used an iPad before, downloaded an app, or have used a QR code reader.

Students should be lead in a discussion on the different types of literary genres and

which ones might be useful in a Choose Your Own Adventure Story. Inform students thatthis prior knowledge will be beneficial to the completion of this project.

Information and Examples:Instructor will show a variety of examples of QR codes

(i.e. McDonalds cup, magazine advertisements, etc.) to allow students an opportunity to

practice in reading QR codes. Students will also create a short example QR code and

text to make sure they understand how to use the QR code generator website. Example

Choose Your Own Adventure Stories will be available to help students understand the

format of the story while writing their own. Finally, an example Choose Your Own

Adventure QR Code Story will be provided to help students better see and understand

the final product they are working toward.

Direct Attention:To redirect students attention during the lesson, the instructor can

have students provide examples of where they have seen QR codes before. Another

way to redirect attention is by allowing the students to decide on the topic of the story, as

long as it follows the Choose Your Own Adventure Story format. As a class, they can

brainstorm ideas and topics that will lead to successful Choose Your Own Adventure

Stories.

Learning Strategies:Learners will be able to take charge of their learning by being

given the freedom to choose a topic for their story and move at a pace that suits their

abilities. The instructor shouldalso allow students to test their codes using mobile

devices with QR code readers as they finish each code to ensure the QR code works

properly. The instructor will encourage students to fill in the story map to help organize

the flow of the story to ensure no loops will occur. An example story board will be posted

or projected on the board for student access.

Practice:Students will have the opportunity to practice by creating an example QR

code and text to make sure they understand how to use the QR code generator website.


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Students will complete the necessary actions performed by the instructor and

demonstrate their understanding through hands-on activities. The instructor will provide

a handout to check student understanding of QR code creation, i.e. provide a QR code

that the students have to read and write the text the code provides and vice versa.

Responses will be checked together as a class.

Feedback:The instructor will measure student understanding by walking around the

computer lab and monitoring student progress and understanding. The instructor should

also provide informational feedback by discussing the students work with them while

walking around. Ask the students questions on their choices, such as Did you copy the

text correctly?, Why do you think the QR code didnt save?, What do you click to

insert the code into Microsoft Word?, etc. These questions allow the students the

opportunity to think through a solution to their problem and by practicing the correct

steps on their own.

Conclusion

Summary and Review:Summarize with the students what they have learned in this

lesson. First, the students saw an example of a QR code and a reader. Next, they

practiced making a QR code with text and then practiced with a QR code reader. After

practicing creating QR codes and using a QR code reader, they wrote a short Choose

Your Own Adventure Story. Next, they copied and pasted each choice section into the

QR code generator website. Finally, they saved each QR code created and added them

to the word document to create a book.

Transfer Learning:The instructor will post QR codes around the room for different

ideas, text, tasks, etc. to allow students continued use of QR codes and readers.

Encourage students to continue using and creating QR codes in all subjects at school(with teachers permission). Inform students that they can use QR codes in this class for

more than just this one project, i.e. homework, documents, etc.

Closure:Emphasize the reason for creating and reading QR codes is because they

are found everywhere and can be created for almost anything! QR codes can be used

for websites, documents, images, and even videos. Explain that QR codes can even be

made to look like pictures, i.e. house, heart, symbols, etc. Inform students that when

they find QR codes on their own to bring them in to share with the class.

Assessment :Instructors will assess learning during the lesson by monitoring student

progress and understanding for each learning objective. The instructor will be able todetermine each students understanding based on the demonstration of each objective

within each step of the process. Each student will be able to self-check the success of

their story by making sure it flows and does not include any loops in the story. The

learning objectives for this lesson are listed below:

1. Learners will identify all the steps to assist in writing a Choose Your Own AdventureStory by restating and explaining each step.


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1.1 Using a computer, learners will list and describe each step in the storywriting process.

2. Learner applies story writing steps to create a Choose Your Own Adventure Story.2.1 Learners will use a handout with steps to guide their story writing process.

3. Learners will use a story map to organize the flow of the story.

3.1 Using the story map, learners will fill in each section.

4. Learner applies the story map to assist in writing the story.4.1 Learners will open a new Microsoft Word document.

4.2 Using the story map, learners will set up Word document.

4.3 Learners will use ideas from completed story map to write each section ofthe story.

5. Learner applies proofreading and editing skills to story.5.1 Using a checklist, learners will proofread and edit a peers story.

6. Learner applies prior knowledge of mobile devices to download a QR code reader.6.1 Using a mobile device, the learner is able to access an app store.

6.2 Using a mobile device, the learner is able to successfully search anddownload a free QR code reader.

7. Learners will use a QR Code Reader by scanning an example QR code for practice.7.1 Using a mobile device, learners will open the QR code reader.

7.2 Learners will scan an example QR code by holding the device over the QRcode.

8. Learners will copy and paste text into the QR code generator to create a code forthat section of the story.

8.1 Using a computer, learners will open an internet browser and enter in QRcode generator web address.

8.2 Using keyboard shortcuts, learners will copy, one section at a time, of theirstory into the QR code generator website.

9. Learner applies prior knowledge of saving files to save a QR code from the QR codegenerator website into a folder on the computer.

9.1 Using a mouse, learners will locate and click on Save button above QR codeimage.

9.2 Learners will type a specific file name for the image by writing in the box andclicking Save.

9.3 Using a mouse, learners will locate downloaded file on browser window andsave to their folder.

10. Learners will use appropriate tools to insert a saved image into a Microsoft Worddocument.

10.1 Using a mouse, learners will click on Insert tab, and then click Picture.

10.2 Using a mouse, learners will go to their folder where the QR code imagewas saved and choose an image.

10.3 Using a mouse, learners will double clickon an image to be inserted intoWord.


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Provide Feedback and Remediation: Congratulate the class on completing the

project and allow students to volunteer to present their stories to another class. The

other class can provide constructive feedback for the writer on their story. Students that

failed to complete their stories will be provided extra time while the others are sharing

their stories and the instructor will be available to answer questions.

Part 5 Learner Content

Part 5a Learning Materials

Example Choose Your Own Adventure Story

Students will be provided with examples of Choose Your Own Adventure Stories at the

beginning of the lesson to familiarize and review them with the concept. The following

link,http://www.cyoa.com/collections/fifth-grade,includes a list of age appropriate

options for students to review and use as a reference for formatting their story. These

books can be placed around the room several days ahead or at the beginning of thelesson to provide support in this instruction.

Write a Choose Your Own Adventure Story Handout

Students will be provided with a handout helping the students to remember the steps to

complete a Choose Your Own Adventure Story prior to completing the Story Map. It

breaks down each step to help students organize and plan their writing. This handout

can be found in Appendix B.

Story Map

Students will be given a Story Map before beginning their Choose Your Own AdventureStory. This will help the students to plan exactly what will happen in each choice of their

story. The Story Map only requires main ideas to be planned prior to writing the

complete story which should help avoid loops within the story. This handout can be

found in Appendix C.

QR Code Examples

Students will be given the opportunity to practice using a mobile device to read QR

codes. Example QR codes will be provided for the students to practice with, see list

below for ideas. This activity will be done to help introduce the idea of QR codes and QR

code readers, which will be presented at the beginning of the lesson.

McDonalds Cup -http://www.flickr.com/photos/awgrafx/8495018233/

Whole Foods -http://farm5.staticflickr.com/4010/4245332405_6a55859f3a.jpg

Watermelon -http://farm8.staticflickr.com/7030/6514121281_9cc77d9643.jpg

Disneys Star Wars Weekends -http://www.mickeyupdates.com/2012/star-wars-

weekends-qr-code/
http://www.cyoa.com/collections/fifth-gradehttp://www.cyoa.com/collections/fifth-gradehttp://www.cyoa.com/collections/fifth-gradehttp://www.flickr.com/photos/awgrafx/8495018233/http://www.flickr.com/photos/awgrafx/8495018233/http://www.flickr.com/photos/awgrafx/8495018233/http://farm5.staticflickr.com/4010/4245332405_6a55859f3a.jpghttp://farm5.staticflickr.com/4010/4245332405_6a55859f3a.jpghttp://farm5.staticflickr.com/4010/4245332405_6a55859f3a.jpghttp://farm8.staticflickr.com/7030/6514121281_9cc77d9643.jpghttp://farm8.staticflickr.com/7030/6514121281_9cc77d9643.jpghttp://farm8.staticflickr.com/7030/6514121281_9cc77d9643.jpghttp://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/http://farm8.staticflickr.com/7030/6514121281_9cc77d9643.jpghttp://farm5.staticflickr.com/4010/4245332405_6a55859f3a.jpghttp://www.flickr.com/photos/awgrafx/8495018233/http://www.cyoa.com/collections/fifth-grade


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Disneyland -http://micechat.com/forums/disneyland-resort/153653-disney-

should-start-using-qr-codes-throughout-resort.html

Creating and Saving QR Codes from website

Students will be provided with a handout to help remind them how to create and save a

QR code from the website. The instructor will show and guide students through this

process, but will also provide this handout to assist students. This will be given to the

students as they begin to create the QR codes for their story. This handout can be found

in Appendix D.

iPad Skills Checklist

Students will be given the iPad Skills Checklist to self-evaluate their ability to maneuver

on an iPad. The instructor will also use this checklist to evaluate each students basic

iPad skills. This checklist will be use when iPads are first being used. This checklist can

be found the following link,http://tinyurl.com/ipadchecklist.

QR Code Practice Handout

Students will be provided with the Practice QR Code handout after the instructor has

instructed students on how to use a QR code reader app. This handout will allow the

students to practice using the reader. It includes example codes to read and questions to

answer based on reading each code. The handout can be found in Appendix E.

Part 5b Formative/Summative Assessment Materials

Students will be assessed based on their performance and their final Choose Your Own

Adventure QR Code Story. The instructor will assess the students ability to maneuver an iPadwith basic skills, create and save QR codes using the website, and write a Choose Your Own

Adventure Story with no loops. The students success will be shown in their final product with no

loops within their story and each QR code working properly. The rubric for assessment can be

found in Appendix F. This can also be provided to the students to show what they will be

assessed on.

Part 5c Technology Tool Justification

Tool Justification

SmartBoard The SmartBoard will be used to show students

visually how to do each task on the computer,i.e. use the QR code generator website andset up their word document. It allows theinstructor to stand in front of the class andphysically point to what is being discussedrather than sitting at a computer trying toexplain.

Projector The projector will allow the instructor to projectthe computer screen onto the SmartBoard to
http://micechat.com/forums/disneyland-resort/153653-disney-should-start-using-qr-codes-throughout-resort.htmlhttp://micechat.com/forums/disneyland-resort/153653-disney-should-start-using-qr-codes-throughout-resort.htmlhttp://micechat.com/forums/disneyland-resort/153653-disney-should-start-using-qr-codes-throughout-resort.htmlhttp://micechat.com/forums/disneyland-resort/153653-disney-should-start-using-qr-codes-throughout-resort.htmlhttp://tinyurl.com/ipadchecklisthttp://tinyurl.com/ipadchecklisthttp://tinyurl.com/ipadchecklisthttp://micechat.com/forums/disneyland-resort/153653-disney-should-start-using-qr-codes-throughout-resort.htmlhttp://micechat.com/forums/disneyland-resort/153653-disney-should-start-using-qr-codes-throughout-resort.html


19/34


assist in showing how to complete differenttasks on the computer.

Desktop Computers with mouse andkeyboard

Computers will be used for students to accessthe internet and type their stories into Word.

iPad (mobile device) The iPad (or mobile device) will be used whencreating and learning about QR codes and QRcode readers. It will also be used for practicewith QR codes and to check the studentcreated QR codes for their story.

Microsoft Word Microsoft Word will be used when the studentsbegin to write their story from the Story Map.

http://www.the-qrcode-generator.com/ This QR code generator website allows thestudents to create a QR code by typing orcopying text into the text box. The QR code onthe right side of the page adjusts to theinformation being added and become uniqueto their text.

Printer The printer will be used at the end of thelesson when students print off the final versionof their Choose Your Own Adventure QRCode Story to turn in.

Part 6 Formative Evaluation Plan

Part 6a Expert Review

My subject matter expert is Lena Atkinson. Lena holds a Bachelors degree in Elementary

Education with a Computer Endorsement from Purdue University. She is a primary teacher at

the Montessori School of Greater Lafayette. Lena was selected due to her teaching experienceand knowledge of student learning. The materials will be submitted to Lena on July 26, 2013

and I hope to have them returned by July 31, 2013.

Part 6b One-to-One Evaluation

During the one-to-one evaluation, 2-3 fifth grade students will meet with me individually to

discuss the lesson. Students will be chosen to represent a variety of abilities and prior

knowledge in their class. Each student will be provided with actual lesson materials to check

for errors and clarity. Students will be given a printed example of a Choose Your Own

Adventure Story, handout reviewing the format for writing this type of story, story map,

example QR codes to practice reading, and directions for creating and saving QR codes onthe website. Students will be asked to share their thoughts aloud as they work through the

material. This will provide me with information on their thought processes, which allows me

to identify misconceptions or difficulties encountered by the student.

Questions to ask:

1. Do you understand a Choose Your Own Adventure Story?
http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/


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2. Do you understand a QR code?

3. Do you understand the story map?

4. Can you successfully read a QR code with a mobile device?

5. Are the directions clear? If not, which ones need to be changed?

6. Are student expectations clear? If not, which ones need to be changed?

7. Was anything confusing? If so, what and how can it be improved?

Part 6c Small Group Evaluation

After updating materials based on the results of the one-to-one evaluation, a group of 6-8 fifth

grade students, with varied abilities and prior knowledge, and a classroom teacher would be

used for the small group evaluation. This teacher and group of students will work through the

instruction without my involvement. I will be an observer during this evaluation taking notes on

the interaction with the instruction. The teacher will work through the Instructor Guide and

materials, marking any sections or areas that need improvement. Students will be asked to

voice their suggestions at the end of the evaluation. Students will complete all tasks of theinstruction, except for sharing their final versions since this will be done in the field trial

evaluation.

Questions to ask:

1. Do you feel you had the necessary prior knowledge and prerequisite skills?

2. Do you think making the example QR code was helpful in completing the project? Why?

3. If you did not have the skills and knowledge, did you succeed anyway? If you did have

the skills and knowledge, did you succeed in the final product?

4. How long did it take your group to complete the lesson?

5. How did you feel about the lesson? If negative, what caused these feelings and whatcan be revised? If positive, what did you enjoy?


Part 6d Field Trial

After making revisions and improvements from the small group evaluation, a field trial would be

used to evaluate the instruction. A field trial allows me to evaluate the instructors ability to use

the provided materials and the learners abilities to follow the instruction. The instructor will use

the Instructor Guide to teach the entire lesson to the full class of fifth graders, which will be

about 25-27 students. Students will be asked to bring their own tablet/mobile device to complete

this trial since this school does not have access to that many iPads. Since this lesson isinteractive and hands-on involving the QR codes, I will be an observer during the lesson. I will

evaluate and gather information on the quality and effectiveness of the instruction. I will observe

to determine if the revisions made from one-to-one and small group evaluations help the

lessons success. The students final products will allow me to see what misunderstandings

occurred during instruction and what revisions need to be made.

Questions to ask:


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1. Did you feel encouraged to participate in the lesson?

2. Did the technology provided help you complete the project?

3. Did you have to share an iPad? Did it make it easier or harder to do your work?

4. Was it easier to use your own mobile device or would you prefer the school provided

one?

5. Did you feel you had enough time to complete the project?6. Do you feel like you could make a QR code on your own and save it?

7. Was the instructor guide clear and helpful?

8. Were any directions missing from the instructor guide?

9. Was this lesson fun to teach? Why or why not?


Part 7 Formative Evaluation Report

Part 7a Evaluation Survey/Rubric

Expert Review Evaluation

Please indicate the rate at which you agree or disagree with the question. The scale is as follows:

(1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree.

General Evaluation

1 2 3 4 5 Are the goals and objectives realistic for learners? If

not, what can be improved?

1 2 3 4 5 Are the needs assessment and rationale clear? If

not, what can be improved?

1 2 3 4 5 Were appropriate strategies included in the ARCS

table?

1 2 3 4 5 Was the Instructor Guide readable and easy to

follow? If not, what can be improved?

1 2 3 4 5 Were all learning materials included and effectiveto the instruction?

1 2 3 4 5 Were students provided with enough opportunities

to practice and see examples?


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1 2 3 4 5 Does the instruction flow efficiently from beginning

to end?

1 2 3 4 5 Are the resources provided accurate and helpful in

understanding QR codes? How might they beimproved?

1 2 3 4 5 Are the materials and content age-appropriate? If

not, how would you change them?

1 2 3 4 5 Is the lesson engaging? If not, how can I improve

this?

What are some problems that you think could arise? Explain.

Other suggestions or comments.

Part 7b Report the results of the Expert Review

For the expert evaluation, Lena completed the evaluation form electronically which can be found

in Appendix G. The form asked for a rating of how much she agreed with the instruction and

asked for follow-up information to support her answer.

Overall, Lenas ratings and comments on the evaluation form were positive and constructive.

She liked the idea of the lesson and said she learned a lot as well. She also included ideas and

suggestions for a few sections of the instruction. Lenas responses can be found below.

Are the goals and objectives real istic for learners? If not, what can be improved?

5 - Dessa has very clear goals for the students. Objectives are very organized and meet with

state standards.

Are the needs assessment and rationale clear? If not, what can be improved?

4 Maybe you should have included some examples of QR codes on the survey.


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Were appropriate strategies included in the ARCS table?

5 Yes, the ARCS table and format was very easy to follow.

Was the Instructor Guide readable and easy to follow? If not, what can be improved?

5 Maybe provide a bigger list of where QR codes can be found in case the students needmore help coming up with their own. It was very detailed and direct on how to proceed with the

lesson. I especially liked the idea of redirecting the students attention by relating to where they

have previously seen these codes.

Were all learning materials inc luded and effective to the instruct ion?

5 Yes, Dessa was very thorough with the use of her materials for the both the instructor and

the students.

Were students provided with enough opportunit ies to practice and see examples?

5 Yes, Dessa provided lots of examples and clickable links to help students that are visuallearners, like myself. Practicing QR codes is part of the learning materials at the beginning and

reinforced thru instructor feedback during monitoring student progression.

Does the instruction flow efficiently from beginning to end?

5 Yes it is a very detailed and organized lesson.

Are the resources provided accurate and helpful in understanding QR codes? How might

they be improved?

5 Yes, I learned a lot about QR codes. Also, since it seems that this might be a new

experience for the students in this school setting, it might be helpful to post some QR codes

within the schools signage prior to this lesson. This would make students more conscious and

realize how QR codes can be used.

Are the materials and content age-appropriate? If not, how would you change them?

4 - Yes, all the material and content is age-appropriate. The only thing I would reconsider would

be the use of McDonalds. Maybe consider choosing a healthier food company to endorse.

Some families have strong opinions about exposing their young children to fast food. I did like

the integration of Whole Foods and Walt Disney. Also if the survey had shown lack of

knowledge of QR codes then it might be necessary to include a lesson prior to this project, such

as sentences that were already written, and the objective would be to have them fill in the

necessary QR codes.

Is the lesson engaging? If not, how can I improve this?

5 Yes, this is a very engaging lesson and well thought-out. I would be very interested in

reading the final stories and using my mobile device for the QR codes.


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What are some problems that you th ink could arise? Explain.

It might take longer than planned depending on size of class and the various degrees of

technological understanding. Another idea would be to send students around the school/home

with a digital camera device to collect pictures of QR codes.


The rubrics were very precise and would be a definite asset for final instructor evaluation. The

students also know what is expected of them. This is a wonderful lesson and I think the students

will really benefit from not only understanding QR codes, but how they are used in everyday life.

Students will feel so empowered by creating their own QR codes.

Part 7c Comments on Change

Lena provided me with excellent comments and suggestions for my instructional design. She

brought to my attention a few things that I need to reconsider. There are two main areas that

Lena provided suggestions for change. She also provided some insight into problems that mightarise during instruction. Overall, her suggestions were very helpful.

The first area she suggested I consider was the survey. She had a good idea to include QR

codes in the survey to get a better understanding of the students prior knowledge. I agree with

this comment and would change the survey to reflect this suggestion.

The other area she suggested I reconsider was under the learning materials. The learning

materials included examples of QR codes that can be found in their environments to support the

idea that they can be found anywhere. Lena suggested that I reconsider using McDonalds

since it can be a controversial issue with parents. I agree with this and would remove the

McDonalds QR code from the provided examples to avoid this issue.

Lena also brought to my attention that this lesson may take longer than the allotted time of 3

hours. This instruction may need to be broken up into two mini-units, one focusing on Choose

Your Own Adventure writing and the other focusing on QR codes. I understand her concern

here, but I will leave it to the instructors discretions to split the lesson as needed for their

purposes and will not make any changes.

Part 8 AECT Standards Grid

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Council

for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers next to the course tasks show on the

list of assignments. Not all standards are addressed explicitly through student work.


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Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design(ISD)

X ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project

1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations

3.3 Implementation andInstitutionalization

X ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-ReferencedMeasurement

X ID Project

5.3 Formative and Summative

Evaluation

X ID Project

5.4 Long-Range Planning


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Appendix A

QR Code Needs Assessment

* Required

Do you own an iPad, iPod, or iPhone? *

Yes

No

Have you used an iPad, iPod, or iPhone? *

Yes

No

Do you know what a QR code is? *

Yes

No

Have you created a QR code before? *

Yes

No

Have you read a Choose Your Own

Adventure Story before? *

Yes

No

Do you know how to download an app to a

mobile device? *

Yes

No

What are the steps required to write a

Choose Your Own Adventure Story? *

choose story, complete story map, use story

map to write story, check flow of story,

proofread/edit

choose story, use story map to write story,

complete story map, proofread/edit, check

flow of story

complete story map, choose story, use story

map to write story, proofread/edit, check

flow of story

What is you r average typing speed (WPM)? *

Are you comfor table using Microsoft Word? *

Yes

No

Are you comfor table using an Apple device

(iPad, iPod, or iPhone)? *

Yes

No

Are you in terested in learning about QRcodes? *

Yes

No

Would you be willing to share any knowledge

you have about mob ile devices with the

class? *

Yes

No

Are you will ing to assist other students i fthey need help using a mobile device? *

Yes

No

Would you be willing to bring in your own

mobile device? *

Yes

No

Can you constructively proofread and edit a

classmates story? *

Yes

No


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Appendix B

Write a Choose Your Own

Adventure Story

Step 1: Decide on a topic and story line that can have

multiple outcomes/endings.

Step 2: Complete the Story Map to organize the flow of the

story.

Make sure there are no loops.

Step 3: Write your story from the Story Map in Microsoft

Word.

Label each section of your story using the Story

Map titles.

Step 4: Check that story flows no matter what choices are

made.

No details included from other paths.

Step 5: Proofread and edit.


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Appendix C

Story MapMain Idea

_________________________

_________________________

_________________________Choice 1

_________________________

_________________________

_________________________

Choice 2

_________________________

_________________________

_________________________

Choice 1.1

_________________________

_________________________

_________________________

Choice 1 Paragraph Main Idea

________________________

________________________

________________________

Choice 2 Paragraph Main Idea

________________________

________________________

________________________

Choice 2.1

_________________________

_________________________

_________________________

Choice 1.2_________________________

_________________________

_________________________

Choice 2.2_______________________

_______________________

_______________________

Choice 1.1 Ending Main Idea

_________________________

_________________________

_________________________


_________________________

_________________________

_________________________


_________________________

_________________________

_________________________


_________________________

_________________________

_________________________


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Appendix D

Creating and Saving QR Codes

1. Go tohttp://www.the-qrcode-generator.com/ .

2. Copy and paste text from Word document into text box on website.

3. Click Save above QR code image.

4. In pop up box, change file name to title of section (choice 1.1, choice 1.2, etc.).

5. Click Save.

6. Open saved QR code and save it again to your folder.
http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/http://www.the-qrcode-generator.com/


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Appendix E

QR Code Practice

Scan each code and write the answer on the line.

1.

What is the phone number?

__________________________________

2.

What is the 5th

word in the secondsentence?

__________________________________

3.

Who is the secretary?

__________________________________

4.

What time is Dismissal?

__________________________________

5. Create your own QR codeDo a Google search for your favorite foodand choose a link. Create a QR code linkingto that website. Print the QR code you madeand staple to this worksheet.


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Appendix F

Choose Your Own Adventure QR Code Story Rubric

5 points 3 points 1 point

iPad SkillsCan do at least 15 ofthe items on the iPadChecklist.

Can do at least 10 ofthe items on the iPadChecklist.

Can do less than 10of the items on theiPad Checklist.

Story MapCompleted Story Mapand turned in.

Most of Story Map isfilled in and turned in.

Less than half ofStory Map is filled inand turned in.

Story Format

Correct formatting isused in Worddocument based onthe Story Map.

Incorrect formatting isused in Worddocument.

QR CodesQR codes are savedto students folder on

computer.

QR codes are notsaved to students

folder on computer.

QR Code WorksheetCompleted worksheetis turned in.

Most of worksheet iscompleted and turnedin.

Worksheet isincomplete or notturned in.

Final Story

Final story includes:

At least 6 choicestotal

No loops

QR codes to thenext section

Printed copyturned in

Final story is missing1 of the following:


No loops


Printed copy

turned in

Final story is missing2 or more of thefollowing:


No loops


Printed copyturned in

Spelling/GrammarFinal story includesno more than 1-2errors.

Final story includes 3-4 errors.

Final story includesmore than 4 errors.

Total 35 points


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Appendix G

Expert Review Evaluation

General Evaluation

1 2 3 4 5 Are the goals and objectives realistic for learners? If not, whatcan be improved?

5 - Dessa has very clear goals for the students. Objectives are

very organized and meet with state standards.

1 2 3 4 5 Are the needs assessment and rationale clear? If not, what can

be improved?

4 Maybe you should have included some examples of QR

codes on the survey.

1 2 3 4 5 Were appropriate strategies included in the ARCS table?

5 Yes, the ARCS table and format was very easy to follow.

1 2 3 4 5 Was the Instructor Guide readable and easy to follow? If not,

what can be improved?

5 Maybe provide a bigger list of where QR codes can be found

in case the students need more help coming up with their own.

It was very detailed and direct on how to proceed with the

lesson. I especially liked the idea of redirecting the students

attention by relating to where they have previously seen these

codes.

1 2 3 4 5 Were all learning materials included and effective to the

instruction?

5 Yes, Dessa was very thorough with the use of her materials

for the both the instructor and the students.

1 2 3 4 5 Were students provided with enough opportunities to practice

and see examples?

5 Yes, Dessa provided lots of examples and clickable links to

help students that are visual learners, like myself. Practicing QR

codes is part of the learning materials at the beginning and

reinforced thru instructor feedback during monitoring student

progression.


33/34


1 2 3 4 5 Does the instruction flow efficiently from beginning to end?

5 Yes it is a very detailed and organized lesson.

1 2 3 4 5 Are the resources provided accurate and helpful in

understanding QR codes? How might they be improved?

5 Yes, I learned a lot about QR codes. Also, since it seems that

this might be a new experience for the students in this school

setting, it might be helpful to post some QR codes within the

schools signage prior to this lesson. This would make students

more conscious and realize how QR codes can be used.

1 2 3 4 5 Are the materials and content age-appropriate? If not, how

would you change them?

4 - Yes, all the material and content is age-appropriate. The

only thing I would reconsider would be the use of McDonalds.

Maybe consider choosing a healthier food company to endorse.

Some families have strong opinions about exposing their young

children to fast food. I did like the integration of Whole Foods

and Walt Disney. Also if the survey had shown lack of

knowledge of QR codes then it might be necessary to include a

lesson prior to this project, such as sentences that were already

written, and the objective would be to have them fill in the

necessary QR codes.

1 2 3 4 5 Is the lesson engaging? If not, how can I improve this?

5 Yes, this is a very engaging lesson and well thought-out. I

would be very interested in reading the final stories and using

my mobile device for the QR codes.

What are some problems that you think could arise? Explain.

It might take longer than planned depending on size of class and the various degrees of

technological understanding. Another idea would be to send students around the school/home

with a digital camera device to collect pictures of QR codes.


The rubrics were very precise and would be a definite asset for final instructor evaluation. The

students also know what is expected of them. This is a wonderful lesson and I think the students

will really benefit from not only understanding QR codes, but how they are used in everyday life.

Students will feel so empowered by creating their own QR codes.


34/34

Resources

Awgrafx. (2013). QR code on McDonald's cup! They're becoming more & more prominent.

Available under a Creative Commons license. Retrieved from

http://www.flickr.com/photos/awgrafx/8495018233.

Barnard, Todd. (2010). Human readable QR code. Available under a Creative Commons

License. Retrieved from http://www.flickr.com/photos/ronin691/4245332405/.

Choose your own adventure - Grade 5. (n.d.). Choose Your Own Adventure. Retrieved July 18,

2013, from http://www.cyoa.com/collections/fifth-grade.

McDonald, Kyle. (2011). Image0085. Available under a Creative Commons License. Retrieved

from http://www.flickr.com/photos/kylemcdonald/6514121281/.

Mojave. (2011, May 5). Disney should start using QR codes throughout the resort [Msg 1].Message posted to http://micechat.com/forums/disneyland-resort/153653-disney-should-

start-using-qr-codes-throughout-resort.html.

Murphy, C. (2013). iPad basic skills checklist. Ed Tech Feeds. Retrieved July 17, 2013, from

http://edtechfeeds.blogspot.com/2013/03/ipad-basic-skills-checklist.html.

QR code generator. (n.d.). QR Code Generator. Retrieved June 13, 2013, from http://www.the-

qrcode-generator.com/.

Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd Ed.). Danvers, MA: John Wiley &Sons.

Star wars weekends QR code. (n.d.). MickeyUpdates.com. Retrieved July 18, 2013, from

http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/.

instructional design project - final

Documents