Are QR codes redundant?

It seems only a short while since we first became aware of Quick Response (QR) codes. In fact, they have been around since 1994, and were originally created to enable the Japanese car manufacturing giant Toyota to track its vehicles during the manufacturing process. Now QR tags are just about everywhere you look, including advertising hoardings, buses and trains, magazines and even coins. They are essentially two dimensional bar codes that you can scan using your mobile device. The beauty (if you can call it that) of the QR tag is that it will quickly take your mobile device browser to a web site with no other effort than a button click. But as many users will tell you, scanning a QR code can be a little hit and miss.

QR codes have polarised the education community over their usefulness. Some argue that they have no real use beyond faddishness and 'wow' factor, whilst other educators are forging ahead, developing ideas for their pedagogical use. Slowly over the last few years, educational uses have begun to emerge, with some pedagogical applications already being tried out in authentic contexts. And yet, even while QR codes in education are still in their emergent state, questions are being asked about their future, and whether they have already become redundant.

Enter Blippar, an augmented reality tool that is hailed as the QR killer. Apparently it can do everything QR codes can do, but a whole lot more too. I first heard of Blippar when I picked up the November 2012 issue of the ShortList magazine, currently the most widely circulated free men's lifestyle magazine in the UK. The banner headline read 'Special Interactive Gaming Issue', which immediately piqued my interest. From cover to cover, the magazine features, articles, adverts and editorial are all marked with a small yellow 'Scan this page for more' symbol. Using the downloadable app from Blippar, readers can capture the image of the page, which takes them to an interactive website or gaming application. Blippar's managing director Jessica Butcher is fairly triumphant about what she naturally considers to be the advantages of Blippar over QR tags, declaring 'Rather than adding an ugly black and white pixellated box to an ad creative, Blippar can take the creative itself (the whole poster, a logo, the product itself) as the trigger for an interactive engagement.'

She has a point. We certainly wouldn't wish to ruin the aesthetics of adverts, would we? Seriously, I have always thought QR tags to be a little ugly in their appearance. The Blippar app is designed to recognise an image from almost any angle, at a distance, and even in poor light conditions, depending on the quality of your mobile device camera. This makes it a whole lot more reliable than scanning a QR tag, in my experience at least. Just like QR codes, Blippar can also recognise where the user is geographically through the GPS system on the mobile device they are using. For advertisers this is a distinct advantage, but I can also see many educational uses for these features.

Ultimately, those who are speculating on the future of paper based resources might like to consider Blippar and other similar data capture augmented reality tools. The future is likely to see a combination of paper based and e-books, or more likley a hybrid of paper based and AR enabled products, designed to function together with the user's mobile device, working in concert to provide students with interactive learning experiences wherever they are. Paper is not dead yet. It's just become enhanced.

Read the full article here: Can Blippar make QR codes redundant?

Image by Steve Wheeler


Are QR codes redundant? by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Building the future

Like any other part of the training and skills sector, the construction industry depends upon the reliable and effective training of well qualified and competent individuals. Training is rigorous and comprehensive, because if a builder gets it wrong, the consequences can be catastrophic. At Unitec, in Auckland, New Zealand, they train construction workers in all the trades, but there seems to be a particular demand for skilled carpenters in the Land of the Long White Cloud. You see, almost every house in New Zealand is constructed predominantly of wood.

The construction training team Unitec (pictured) are particularly savvy and ahead of the field when it comes to the application of learning technology. During a break in the proceedings at the ICELF event I had the privilege of being shown around their training compound where Unitec delivers its Certificate in Applied Technology (Carpentry). What I saw impressed me.

The Smart Shed is one of the centre pieces of Unitec's technological advance. Situated at the edge of the construction zone, the smart shed looks like any other wooden shed, but inside it is bristling with digital technology. It has full wifi connectivity and web enabled desktop personal computers within. A roller blind on the outside of the shed is pulled up to reveal a multi-gesture interactive whiteboard and short-throw projector. Using these tools, on site demonstrations and interactive learning sessions can be conducted, a few footsteps away from the construction training site.

But it is the QR tag system that is perhaps the most radical departure from traditional on-site construction training. On many of the working surfaces of the houses under construction on site (every one is sold before it is started and later transported on completion to its final destination), QR tags are stapled to the walls. At the appropriate point in their training, holding up their smart phones, students capture the appropriate QR image, which takes them directly to relevant websites that explain building techniques, safety procedures or specialist tool use.

In conversation with the lecturers who instigated this scheme, I asked how long it would take for the construction industry to adopt such leading edge practices for on the job training. 'We don't think it will be long', they replied. 'As soon as these students are qualified, they will be working in the construction industry', they explained. 'It is only a matter of time before they become lead builders, and eventually business owners within the industry. Then they will introduce similar technology supported training for their employees on site'.

Application of new technology that supports learning within authentic contexts. This is situated learning at its best, but is it the future of construction training?


Building the future by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

One step beyond

Earlier today on Twitter I said: 'To use any social media to its full potential in education you must venture beyond the classroom.' And I meant it. To achieve its optimum effect, the use of any social media - whether it be blogging, wikis or any other form of sharing of content - must breach the walls of the traditional learning space. Social media are time and space independent. They do not operate within, or rely upon, traditional ways of learning. Nor do they exist within a single timeframe. We need to see them in this context, not just as software and content on a computer screen, but as a gateway to a huge network of connections in an ever expanding global community. Facebook isn't just about friends and family anymore. It's about friends of friends, and connections to groups and online communities.

The ability to transcend the boundaries of the classroom is absolutely one of the best affordances social media provide. I have written in the past about opening up classrooms, not just the doors, to let others see what is happening and celebrate - but to let others in to the experience when they would previously have had no chance of sharing the joy of learning with you and your students. I wrote that open classrooms should also let your students out - to communicate, collaborate, and create together with other students across the globe. Traditional learning has never been that successful at achieving this, no matter how many exchange visits or pen pal schemes were instigated. Now we have the chance to take our classrooms out into the world on a global scale, never before possible.

The use of blogging, as several schools (primary/elementary and seconday/highschool) are already discovering, has the powerful potential to expand and extend students' experiences to a new level of enrichment, where interaction with students in other countries, or even just around the corner in the same city, are paying huge dividends. When they receive comments back from their peers, young bloggers are spurred on to write and create more and at a higher level of quality and achievement than ever before. It's a very powerful motivator.

The use of GPS in smartphones, working in concert with geo-specific social media such as Foursquare; the context aware systems now being introduced into museums and art galleries; QR tags and magic symbols; the Augmented Reality applications that are now proliferating - all of these and more are now avialable for teachers to exploit. We are merely limited to our own imaginations.

So what are we waiting for? Child safety and protection issues are always at the forefront of teachers' minds when they plan for blogging or other social media based learning activities. Health and safety, risk assessments for those venturing outside the coziness and 'safety' of the traditional classroom. All of these have to be considered, but if we make them an excuse for not being adventurous, we will miss the boat. Ask the outdoor schooling movement for their views on this. Let's set the kids free.

Image source by Paul Tomlin

One step beyond by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.