According to some experts, 2020 will be the year of the QR Code. Remember QR codes? They were interesting for a while but also annoying because you needed an app to scan one. However, with Apple and Android adding native QR scanning capability to their cameras, QR codes are on the rise. Most view QR codes as a marketing tool, but they also have tremendous classroom utility.

What is a QR Code?

            QR Code means “Quick Response Code.” Notice that it is capitalized. QR Code began as a patented and trademarked matrix barcode system, invented by the Japanese automotive industry. At a basic level, they are two-dimensional, matrix barcodes that contain data, such as a locator, identifier, or tracker that points to a website, file, or application. QR Code uses four standardized encoding modes – numeric, alphanumeric, byte/binary, and kanji, and a code image can store up to 7089 characters. In other words, it’s data – a lot of data in a tiny image. Matrix barcodes store more data than a Universal Product Code barcode (the back of your cereal box). A UPC can only store 20 digits.

Why QR Codes in the Classroom?

            Matrix barcodes can be useful in the classroom in many ways. The value lies in the amount of data that may be stored in one image and engaging the student with kinetic activity. One matrix barcode can replace a cluttered mass of information on a Power Point slide, and forcing students to use a device (that they’re probably already using for something other than class) for an academic purpose, brings back their focus while reinforcing the visual and aural cognitive pathways.

            As all professors know, students are distracted by phones and laptops, even with the most dynamic PowerPoint slide show and lecture happening. An interactive slideshow can be worthless unless all students have it open and are participating. When you ask students to scan the code, for example to visit an in-class quiz or survey, they are engaged kinetically, a learning domain that is difficult to reach in higher education classrooms. Placed strategically at certain intervals of the class period, the professor can use matrix barcodes to revive focus in students who are near checking out.

            Matrix barcodes help to declutter information-packed slides and web pages. The general rule of thumb is to limit the verbiage in a slide show. Yet, when you know students revisit slides to study, it’s tempting to load them with as much information as possible, including URL’s to more information. Matrix barcodes allow greater information density without visually burdening the reader or presenter. For example, a professor could create a page in Canvas, BlackBoard, TWEN, Lexis Classroom, or CALI, that contains all of the information ze would like to include on the slide, and one simple matrix barcode could link to the webpage.

            Similar to visual clutter, data-dense presentations may also create slower application or computer hardware responses. For example, rather than embed a pdf as a large object, why not simply create a matrix barcode to point to it in your cloud storage? That solution also allows students to download the document, whereas a secure PowerPoint presentation (you secure your documents, right?) doesn’t allow downloading of the objects contained in it.

How to Use QR Codes in the Classroom.

            Matrix barcodes eliminate the need to type-in a lot of data. For example, rather than type a URL, you simply scan the barcode. Taking it a step-further, they can automatically create a v-card, follow someone on social media, open applications, connect to wifi, send text messages, and open an email addressed to the barcode’s creator. The barcode may be static (never changes) or dynamic (you can edit the information later). The utility is limited only by a developer’s creativity.

            The webpage offers a simple “how to” example for matrix barcode development. Let’s say, I want a code to place on my CV that directs readers to my website, www.jajonesjurist.com. First I need to grab the URL, so I copy the URL. Then I go to a QR Code generator. I like the free QR Code Generator website, but there are many apps available. I paste the URL in the text area (you can also upload a file), and the website does the work. I download the jpeg, and then, I can use the barcode in documents and presentations. Voila. Go ahead, scan it.

            This week, in my legal writing class, I had a few matrix barcodes in the PowerPoint presentation, and I placed them at points during the class session when I know students tune out a bit. Students who don’t participate very often were suddenly engaged at the novel idea of scanning something in class. Even those who did not have the slide show open on their laptops were able to scan the barcode from the projection screen. The first code was placed about 20 minutes into class and went to a recent Indiana Supreme Court opinion. After reading the opinion, a second code took them to a quiz on our class Canvas site. At the end of class, I reminded them to register for an upcoming workshop, and I included a matrix code that linked to the RSVP form on Google Forms.

Best Practices

            Accessibility – documents and presentations must always be accessible. When inserting a matrix barcode into a document, remember that it is an image. You must provide alt text, and for example, if the matrix code redirects to a website, include that hyperlink information so that the screen reader can open the website. For printed materials, you should use the “Berman Corner,” a 45-degree cut on the top, left corner of the page that indicates there is a matrix barcode within 3.5 inches of the cut.

            Other Services  – the action of a matrix code is up to its creator. Think about how you can use the code to cross reference materials stored in your learning management system, social media, YouTube, and other services.

            Purpose – too much of anything can be bad. Use matrix barcodes sparingly and with purpose. Strategic placement during the class/lecture can help engage students who lose focus.

            Static v. Dynamic – if you have reason to think you’ll need to edit content later, for example if you might move information to a different webpage, consider using a dynamic code rather than static. Static QR codes can also rot or become orphaned like URL’s.

            Experiment – don’t be afraid to try. As with all technology, your first time using a matrix barcode in the classroom may be a flop. Keep at it, and you’ll discover new and useful ways to pack lots of data into the short span of your class time.

If you have questions or ideas about using QR Codes in the classroom, send me an email! Happy scanning!

Continuing with our Mindfulness Moment in my first-year legal writing course, today we spoke about good deeds for others.

Research shows that humans are designed for altruism, and when we do good for others, we improve our own happiness. And that’s good news for lawyers because we are so often called upon to contribute our time and money to non-profit service. From the first day of law school, young lawyers are reminded that we must do good, as we do well.

Students shared examples of good deeds they had recently committed and whether those good deeds were selfless or with an ulterior motive to gain something. This Friends clip was the perfect media add on:

We also discussed boundaries. Unfortunately, some folks will take advantage of good deeds from others. And lawyers are the worst about saying no. Doing good does not mean doing good to the point of self-detriment.

My presentation during the Legal Writing, Reasoning, and Research New Scholars Showcase.

In my first, full-time semester teaching, I assumed that 20-something-year-old students would be much more tech savvy than I am. Alas, not so much. That makes sense because my generation grew up constantly troubleshooting tech, including hardware. Today’s students are fortunate that they have grown up with tech “just working.” Click and go!

But Microsoft Office apps aren’t designed that way. To realize all the functions that Microsoft offers, one must be willing to click around and explore. Tinker. Younger students are afraid to go outside the most obvious button and to click around. That, “why doesn’t it just work,” mentality is holding them back.

I’m offering a tech bootcamp, to get them through some of the more basic and the more intricate (and extremely helpful) features in Word, Excel, and Acrobat. It should be “fun.”

In my legal communication and analysis course, every class begins with a mindfulness moment. Law professors and law students hear about the need to have mindfulness, but we’re not quite there with teaching it. I am committed to making sure that at least my section of students walks away with a better concept for mindfulness and some techniques to develop mindfulness.

For the second class this semester, we discussed The Four Agreements. TFA is a life philosophy (not a religion) to help us find calm and peace towards ourselves and others. The advice has helped me tremendously, and I think it could help every lawyer. Law school and practice are rough. It’s easy to beat-up on each other and ourselves. I wish someone had introduced me to these concepts when I was a 1-L.

Mindfulness aside, I think these suggestions are very useful in persuasive writing. Win-win.

The Four Agreements:

1. Be impeccable with your words. This includes how we talk to and about ourselves, not just to or about others.
2. Don’t take anything personally. You never know what is motivating another persons’s words or behavior. It’s probably not about you.
3. Don’t make assumptions. Similar to not taking things personally, we can’t assume that we know things about another person or situation if we haven’t asked questions, and we can’t assume that others magically know what we’re dealing with or need.
4. Always do your best. Self-explanatory.

To illustrate TFA in class, we went through the following exercises:

Be impeccable with your words.

Have students first list two negative statements that they made about or to someone else in the past week. After discussing those, ask them to write two negative statements that they’ve said about or to themselves. The discussion should consider: (a) the impact the statements had on others; (b) the impact the statements had on themselves; (c) was the statement true; (d) was the statement helpful; and (e) how might the statement be rephrased to diminish conflict or negative impacts.

Then have them do the same thing with positive statements. We want to illustrate the intrinsic and extrinsic power of words.

Don’t take anything personally.

Show students a photo of an angry customer service encounter. Ask the students to put themselves in CSR’s shoes and figure out what they did wrong. Then show the second photo with the aggressor in a negative personal situation that has nothing to do with the store/restaurant.

For example, the “Karen would like to speak to your manager” meme.

If we stop to wonder what may be motivating Karen’s incredulous offense at the restaurant or store and why she needs that level of control over the manager, we might learn that she lacks a sense of control in her personal life.

Understanding that someone’s behavior towards us is rarely about us can bring an incredible sigh of relief. It also allows us to remain level headed and possibly ameliorate a bad situation into kindness that the aggressor needs.

You could use any number of examples from memes, but I chose the Karen meme because I worked retail through high school and undergrad. My apologies, if your name is Karen or you have that haircut!

Don’t Make Assumptions

“Don’t take things personally” and “don’t make assumptions” kind of go together, but assumptions are more of an internal view. We assume that someone brings certain qualities or knowledge to our interactions with them. We also assume that other people know how we feel and what we need. No one is a mind-reader. We have to let go of the egotistical view that everyone understands us. What we think is obvious about our emotions simply is not.

For this exercise, I ask students to pair up. They ask each other a series of questions and write down what the other would answer. They must also include why they think their partner would answer that way. This is very similar to the Newlywed game.

In discussion, students should realize that they ‘ve made assumptions about someone else, but then in hearing how they were described, they realize that their partner could not possibly have known the accurate answer because they’ve never told them. Questions can be as simple as favorite food, color, music, hobbies, etc.

Always do your best.

For this exercise, you’ll need two tokens, like a fake gold coin, fake $100 bill, or a deadline extension. One of the tokens must be negative.

Introduce the first token as a reward for completing an in-class competition. For example, for whoever finds x citation first wins the gold coin. The citation can be random. Have them post their answer in your learning management system (TopHat, Canvas, TWEN, etc.). Announce the winner and discuss why they worked so hard to win.

Repeat the task, but this time, the reward is to take notes for the entire class for a week. The citation should be a key citation from the current assignment that, without it, would have a disastrous impact on the client’s case. Although the cite is important, no one wants to take notes for everyone else, so the effort will be minimal.

This illustrates the point that doing your best is not always about winning. We must do our best because our actions impact other people, and less than our best, in legal practice, can create serious consequences for our clients. So even when a work assignment is laborious and the rewards small, we must do our best for ourselves and our clients.

Clients won’t be that nice when we are less than our best. However, when we do our best, even if its a negative outcome, we can rest easy, and our clients will recognize the effort. The gratitude they show will sustain us for the next challenging task.

If these are helpful or inspire you, I hope you’ll share that good news with me. I’m always open to suggestions.