Using QANDR in education and training has many advantages. Especially in places where active participation ('flipping the classroom') is pursued and where one wants to reduce the workload on teachers and trainers.
An important distinguishing feature for active participation is that QANDR stimulates the forming of ideas, brainstorming and exchange of viewpoints - where other digital tools stick to making part of a presentation interactive (an originally linear form of knowledge exchange). QANDR is thus explicitly not meant for these one-way situations, as we know them from the traditional presentation to a large group (more than 50 people), but rather as a means to initiate a content-related dialogue between people, a dialogue as we know it from working groups in education.
The active, more inclusive way of discussing during a QANDR session can be used as a kind of formative assessment, a way in which students already actively work with their knowledge and learn about the gaps in their own knowledge through reflection in the group. The tool promotes the incorporation of feedback loops in both large and small groups, based on peer-to-peer learning, i.e. forms of reflection that do not increase the workload of the teacher. In fact, the idea is that QANDR sessions are used by students as a guide to setting up a good group discussion, even without the teacher being present.
Of the various QANDR modules, the mood board module in particular has a great deal of potential for education because it can easily be used to evoke atmospheres and associations that are part of the discussion. The access to the camera roll of every phone also offers many possibilities for so-called homework assignments, in which participants insert photos they have taken beforehand into the live discussion. This often gives a more complete picture of a situation than a verbal description alone. This way of teaching fits in well with the informal learning described in the HILL model, in which forms such as learning through communication, interaction and social media are central.
Within the Hogeschool van Amsterdam, QANDR is already being used in various educational settings, such as group coaching sessions with first-year business students. Besides these lessons, there have been various more plenary moments, such as during the work session on educational innovation, where word clouds were used to exchange ideas, and an internal HvA meeting about the AVG, to find out how lecturers deal with this.
In the business sector, Metro, Makro's parent company, organised a training course with the help of QANDR for high-potentials of the company who were given the opportunity to think about the sustainability challenges the company faces. This was a training project of almost two weeks, in which participants from different countries took part in various online sessions and discussed different parts of the sustainability strategy with the help of polls, word clouds, mood boards and pointers. In part of the session, executives were also invited as a separate stakeholder and could also give their vision on various challenges via QANDR.
Below the companies and educational institutions that use QANDR to flip their classroom. By active participation they stimulate in a group setting peer-to-peer learning by the forming of ideas, brainstorming and exchange of viewpoints.