Figure 1. (a)(b): ClassBeacons system (c): each lamp depicts how long the teacher has been around it by changing from yellow (no time spent) to green (440 seconds spent) (d): the system supports teachers' reflection-in-action on how they have divided time and attention over students in the classroom (e): the display is based on teachers' real-time positioning data.
Figure 1. Two examples of real-time teaching augmentation. LEFT: ambient information on light objects supporting teachers' (a) division of time and attention over students [10] and (b) monitoring of computer-supported learning processes [12]. RIGHT: mixed reality glasses showing real-time indicators floating above students' heads, based on AI analytics, to direct teachers' attention towards students who may need it most [55].
Effective teamwork is critical to improve patient outcomes in healthcare. However, achieving this capabilityrequires that pre-service nurses develop the spatial abilities they will require in their clinical placements, suchas: learning when to remain close to the patient and to other team members; positioning themselves correctlyat the right time; and deciding on specific team formations (e.g. face-to-face or side-by-side) to enable effectiveinteraction or avoid disrupting clinical procedures. However, positioning dynamics are ephemeral and caneasily become occluded by the multiple tasks nurses have to accomplish. Digital traces automatically capturedby indoor positioning sensors can be used to address this problem for the purpose of improving nurses' reflection, learning and professional development. This paper presents; i) a qualitative study that illustrateshow to elicit spatial behaviours from educators' pedagogical expectations, and ii) a modelling approachthat transforms nurses' low-level position traces into higher-order proxemics constructs, informed by sucheducatos' expectations, in the context of simulation-based teamwork training. To illustrate our modellingapproach, we conducted an in-the-wild study with 55 undergraduate students and five educators from whompositioning traces were captured in eleven authentic nursing education classes. Low-levelx-ydata was usedto model three proxemic constructs: i) co-presence in interactional spaces, ii) socio-spatial formations (i.e.f-formations), and ii) presence in spaces of interest. Through a number of vignettes, we illustrate how indoorpositioning analytics can be used to address questions that educators and researchers have about teamwork inhealthcare simulation settings.
Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users' attention and naturally shift between the two. We believe that classroom technologies employing the principles of peripheral interaction can reduce attentional resources required for teachers to interact with the technologies, and thus make technologies seamlessly blend into teachers' routines. In order to design such technologies, a thorough understanding of users' existing routines is crucial. In this paper, we present a qualitative study on everyday routines of seven Dutch secondary school teachers using contextmapping methodology. The results of two qualitative content analyses reveal an overview of teachers' routine tasks in their classrooms, as well as rich and vivid contextual information about how teachers allocated their attention in their routines and how teachers experience their routines. Based on these findings, we present opportunities and considerations that may inform the design and development of classroom technologies which are to become part of teachers' routines.
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