EDTECH 503

Choose Your Own

Adventure QR Code Story
Instructional Design Project

Dessa Schurr
8/4/2013




Dessa Schurr 2013 2
Table of Contents
Synthesis Reflection Paper..4
Part 1 Topic
Part 1a Stated Learning Goal5
Part 1b Description of the Audience5
Part 1c Rationale5
Part 2 Analysis Report
Part 2a Description of the Need.6
Part 2a.1 Needs Analysis Survey.6
Part 2a.2 Needs Analysis Data Report.6
Part 2b Description of the Learning Context.7
Part 2b.1 Learning Context.8
Part 2b.2 Transfer Context..8
Part 2c Description of the Learners.8
Part 2d Learning Task Analysis.9
Part 3 Planning
Part 3a Learning Objectives10
Part 3b Matrix of Objectives, Blooms Taxonomy, and Assessment Plan..11
Part 3c ARCS Table12
Part 4 Instructor Guide13
Part 5 Learner Content
Part 5a Learning Materials..17
Part 5b Formative/Summative Assessment Materials.18
Part 5c Technology Tool Justification..18
Part 6 Formative Evaluation Plan
Part 6a Expert Review.19
Part 6b One-to-One Evaluation19
Part 6c Small Group Evaluation...20
Part 6d Field Trial20
Part 7 Formative Evaluation Report
Part 7a Evaluation Survey/Rubric21
Part 7b Results of the Expert Review22
Part 7c Comments on Change..24
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

Dessa Schurr 2013 4
Synthesi s Reflecti on 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 the
purpose 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 instructional
designers 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.
Dessa Schurr 2013 5
Part 1 Topic
Part 1a Stated Learning Goal
After 3 hours of instruction, 5
th
grade 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 5
th
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 to
see 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 code
components 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.
Dessa Schurr 2013 6
Part 2 Anal ysi s 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 to
my class website. An email was sent to my future 5
th
grade 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 question
was 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
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 5
th
grade 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 5
th
graders have technology the first
two quarters of the year.


14
7
Would you be willing to bring in
your own device?
Yes
No
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 are
usually 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 5
th
grade 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 4
th
-5
th

grade level in WPM (words per minute), as shown by the graph below.
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
Dessa Schurr 2013 10
Part 3 Planni ng
Part 3a Learning Objectives
1. Learners will identify all the steps to assist in writing a Choose Your Own Adventure
Story by restating and explaining each step.
1.1 Using a computer, learners will list and describe each step in the story writing
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 of the
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 and download
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 QR
code.
8. Learners will copy and paste text into the QR code generator to create a code for that
section of the story.
8.1 Using a computer, learners will open an internet browser and enter in QR code
generator 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 code
image.
9.2 Learners will type a specific file name for the image by writing in the box and
clicking Save.
Dessa Schurr 2013 11
9.3 Using a mouse, learners will locate downloaded file on browser window and
save to their folder.
10. Learners will use appropriate tools to insert a saved image into a Microsoft Word
document.
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 was
saved and choose an image.
10.3 Using a mouse, learners will double click on an image to be inserted into Word.
Part 3b Matrix of Objectives, Bloom' s Taxonomy, and Assessment Plan
Learning
Objectives
(a)
Blooms
Taxonomy
Classification (b)
Format of
Assessment (c)
Description of test
form (d)
Sample items
(e)
1 Comprehension Paper-and-Pencil
Identify items in
computer-based list
Create list by
restating and
explaining the steps
to write a Choose
Your Own Adventure
Story.
2 Application Paper-and-Pencil
Computer-based
constructed answer
Demonstrate how to
write a Choose Your
Own Adventure Story
in Microsoft Word.
3 Application Paper-and-Pencil
Completion of story
map
Fill in each section of
the story map chart.
4 Application Performance
Observation with
checklist
Develop story in
Microsoft Word using
story map as a guide.
5 Application Performance
Observation with
checklist of skills
Assess writing using
proofreading
checklist.
6 Application Performance
Observation with
checklist of skills
Utilize skills to
maneuver through
menus on tablet
device to download a
QR code reader.
7 Application Performance
Simulation of QR
code reader
Practice using a QR
code reader by
providing examples to
use with the reader
and mobile device.
8 Synthesis Performance
Observation with
checklist
Demonstrate
appropriate copy and
paste skills to copy
text into QR code
generator website to
create QR codes.
9 Application Performance
Observation with
checklist of skills
Transfer prior
knowledge to save
newly generated QR
codes from website to
Dessa Schurr 2013 12
their folder on the
computer with an
appropriate file name.
10 Application Performance
Observation with
checklist of skills
Use correct tools and
buttons to insert the
QR 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, magazine
advertisements, etc.) to demonstrate that the codes can be found anywhere and can be used
for anything.

A3. Variability

Have students provide examples of where they have seen QR codes before by creating a class
list 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 as
a guide: http://tinyurl.com/ipadchecklist.

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

R2. Motive matching

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

R3. Familiarity

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


CONFIDENCE
Dessa Schurr 2013 13
C1. Learning requirements

Have all students create a short example QR code and text to make sure they understand how
to 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 typed
into the QR code generator.


SATISFACTION
S1. Natural consequences

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

S2. Positive consequences

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

S3. Equity

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


Part 4 Instructor Guide
Introduction
Attention: 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.
Dessa Schurr 2013 14
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 QR
code 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 that
this 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 should also 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.
Dessa Schurr 2013 15
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 to
determine 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 Adventure
Story by restating and explaining each step.
Dessa Schurr 2013 16
1.1 Using a computer, learners will list and describe each step in the story
writing 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 of
the 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 and
download 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 QR
code.
8. Learners will copy and paste text into the QR code generator to create a code for
that section of the story.
8.1 Using a computer, learners will open an internet browser and enter in QR
code generator 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 code
image.
9.2 Learners will type a specific file name for the image by writing in the box and
clicking Save.
9.3 Using a mouse, learners will locate downloaded file on browser window and
save to their folder.
10. Learners will use appropriate tools to insert a saved image into a Microsoft Word
document.
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
was saved and choose an image.
10.3 Using a mouse, learners will double click on an image to be inserted into
Word.
Dessa Schurr 2013 17
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 Material s
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 the
lesson 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 Adventure
Story. 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/
Dessa Schurr 2013 18
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 iPad
with 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 and
set up their word document. It allows the
instructor to stand in front of the class and
physically point to what is being discussed
rather than sitting at a computer trying to
explain.
Projector The projector will allow the instructor to project
the computer screen onto the SmartBoard to
Dessa Schurr 2013 19
assist in showing how to complete different
tasks on the computer.
Desktop Computers with mouse and
keyboard
Computers will be used for students to access
the internet and type their stories into Word.
iPad (mobile device) The iPad (or mobile device) will be used when
creating and learning about QR codes and QR
code readers. It will also be used for practice
with QR codes and to check the student
created QR codes for their story.
Microsoft Word Microsoft Word will be used when the students
begin to write their story from the Story Map.
http://www.the-qrcode-generator.com/ This QR code generator website allows the
students to create a QR code by typing or
copying text into the text box. The QR code on
the right side of the page adjusts to the
information being added and become unique
to their text.
Printer The printer will be used at the end of the
lesson when students print off the final version
of their Choose Your Own Adventure QR
Code Story to turn in.

Part 6 Formati ve Eval uation Pl an
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 experience
and knowledge of student learning. The materials will be submitted to Lena on J uly 26, 2013
and I hope to have them returned by J uly 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 on
the 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?
Dessa Schurr 2013 20
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 the
instruction, 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 what
can be revised? If positive, what did you enjoy?
6. Was anything confusing? If so, what and how can it be improved?
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 is
interactive 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:
Dessa Schurr 2013 21
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?
10. Was anything confusing? If so, what and how can it be improved?
Part 7 Formati ve Eval uation 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 effective
to the instruction?


1 2 3 4 5 Were students provided with enough opportunities
to practice and see examples?


Dessa Schurr 2013 22
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 be
improved?


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 realistic 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.
Dessa Schurr 2013 23
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 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.
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.
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.
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.
Dessa Schurr 2013 24
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.
Other suggestions or comments.
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 might
arise 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.

Dessa Schurr 2013 25
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 and
Institutionalization
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-Referenced
Measurement
X ID Project
5.3 Formative and Summative
Evaluation
X ID Project
5.4 Long-Range Planning


Dessa Schurr 2013 26
Appendi x 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 your average typing speed (WPM)? *

Are you comfortable using Microsoft Word? *
Yes
No
Are you comfortable using an Apple device
(iPad, iPod, or iPhone)? *
Yes
No
Are you interested in learning about QR
codes? *
Yes
No
Would you be willing to share any knowledge
you have about mobile devices with the
class? *
Yes
No
Are you willing to assist other students if
they 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


Dessa Schurr 2013 27

Appendi x 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.


Dessa Schurr 2013 28
Appendi x C
Story Map


Main 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
_________________________
_________________________
_________________________
Choice 2.1 Ending Main Idea
_________________________
_________________________
_________________________
Choice 1.2 Ending Main Idea
_________________________
_________________________
_________________________

Choice 2.2 Ending Main Idea
_________________________
_________________________
_________________________
Dessa Schurr 2013 29
Appendi x D
Creating and Saving QR Codes
1. Go to http://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.

Dessa Schurr 2013 30
Appendi x E
QR Code Practice
Scan each code and write the answer on the line.
1.

What is the phone number?

__________________________________
2.

What is the 5
th
word in the second
sentence?

__________________________________
3.

Who is the secretary?

__________________________________
4.

What time is Dismissal?

__________________________________


5. Create your own QR code

Do a Google search for your favorite food
and choose a link. Create a QR code linking
to that website. Print the QR code you made
and staple to this worksheet.



Dessa Schurr 2013 31
Appendi x F
Choose Your Own Adventure QR Code Story Rubric
5 points 3 points 1 point
iPad Skills
Can do at least 15 of
the items on the iPad
Checklist.
Can do at least 10 of
the items on the iPad
Checklist.
Can do less than 10
of the items on the
iPad Checklist.
Story Map
Completed Story Map
and turned in.
Most of Story Map is
filled in and turned in.
Less than half of
Story Map is filled in
and turned in.
Story Format
Correct formatting is
used in Word
document based on
the Story Map.
Incorrect formatting is
used in Word
document.
QR Codes
QR codes are saved
to students folder on
computer.
QR codes are not
saved to students
folder on computer.
QR Code Worksheet
Completed worksheet
is turned in.
Most of worksheet is
completed and turned
in.
Worksheet is
incomplete or not
turned in.
Final Story
Final story includes:
At least 6 choices
total
No loops
QR codes to the
next section
Printed copy
turned in
Final story is missing
1 of the following:
At least 6 choices
total
No loops
QR codes to the
next section
Printed copy
turned in
Final story is missing
2 or more of the
following:
At least 6 choices
total
No loops
QR codes to the
next section
Printed copy
turned in
Spelling/Grammar
Final story includes
no more than 1-2
errors.
Final story includes 3-
4 errors.
Final story includes
more than 4 errors.
Total 35 points


Dessa Schurr 2013 32
Appendi x G
Expert Review Evaluation
General Evaluation
1 2 3 4 5 Are the goals and objectives realistic 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.

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.

Dessa Schurr 2013 33
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.

Other suggestions or comments.

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.


Dessa Schurr 2013 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 J uly 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 J uly 17, 2013, from
http://edtechfeeds.blogspot.com/2013/03/ipad-basic-skills-checklist.html.

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

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

Star wars weekends QR code. (n.d.). MickeyUpdates.com. Retrieved J uly 18, 2013, from
http://www.mickeyupdates.com/2012/star-wars-weekends-qr-code/.