Where is the teacher? Digital analytics for classroom proxemics. (4th May 2020)

• Record Type: Journal Article
• Authors: Martinez‐Maldonado, Roberto; Schulte, Jurgen; Echeverria, Vanessa; Gopalan, Yuveena; Shum, Simon Buckingham
• Is Part Of: Journal of computer assisted learning. Volume 36:Number 5(2020)
• Page Start: 741
• Page End: 762
• Publication Date: 2020-05-04
• Subjects: learning analytics -- learning design -- mobility tracking -- motion sensors -- physical learning spaces -- positioning sensors; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12444
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: The term Classroom Proxemics refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents how digital analytics were designed in service of a senior teacher's practice‐based inquiry into classroom proxemics. Indoor positioning data from four teachers were analysed, visualized and used as evidence to compare three distinct learning designs enacted in a physics classroom. This study demonstrates how teachers can make effective use of such visualizations, to gain insight into their classroom practice. This is evidenced by (a) documenting teachers' reflections on visualizations of positioning data, both their own and that of peers and (b) identifying the types of indicator (operationalized as analytical metrics) that foreground the most useful information for teachers to gain insight into their practice. Lay Description: What is already known about this topic: The term "Classroom Proxemics" refers to how teachers and students use the classroom space, and its impact on learning. A large number of teachers, particularly in higher education, receive no pedagogical training or feedback on classroom proxemics. Little is known about how to create interfaces to enhance teachers' awareness, using automatic position tracking. What this paper adds: Indoor positioning data from four teachers in a physics classroom are analysed. Teachers' reflections on visual representations of teachers' positioning are documented. Analytics of teachers' proxemics are identified from teachers' reflections. Emerging themes included classroom territoriality, classroom space use according to the learning design, differences between teaching behaviours and temporality. Implications for practitioners: The learning design and differences among teachers play a critical role in making sense of teachers' positioning data. Analytics of classroom proxemics can create new opportunities to support professional development. The use of positioning sensors in the classroom can provide evidence for teachers to reflect on improvement and how they approach students over time.