Learning should be inspiring, engaging and of practical relevance, and foremost be a most enjoyable experience.
Spatial Analytics for Characterising Classroom Pedagogies
Our aspirations for this project are to improve the quality of student learning in collaborative, group and laboratory learning environments. In this context, the teacher’s ability to create an appropriate curriculum for such environments and navigate the learning space with confidence and efficiency is crucial to the students’ learning experiences. This project focuses on Spatial Pedagogy and the teachers’ spatial behaviours in the classroom.
Teachers’ spatial behaviours in the classroom can strongly influence students’ engagement, motivation and other behaviours that can shape their learning. However, classroom teaching is ephemeral, and has largely remained opaque to computational analysis. Inspired on the notion of Spatial Pedagogy, we are delevoping a system (‘Moodoo’) that automatically tracks and models how teachers make use of the classroom space by analysing indoor positioning traces. To investigate the potential of the system, we conducted an authentic study with seven educators enacting three distinct learning designs to more than 200 undergraduate students in the context of science education.
Moodoo automatically extracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students’ personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from low-level educator’s positioning data to higher-order spatial constructs. We illustrate how these spatial metrics can be used to generate a deeper understanding of how the pedagogical commitments embedded in the learning design, and personal teaching strategies, are reflected in the ways educators use the learning space to provide support to students.
This is a mutli-center multidisciplinary project spearheaded by Roberto Martinez-Maldonado (Monash University, Australia) in collaboration with Vanessa Echeverria (Escuela Superior Politécnica del Litoral, Ecuador), Katerina Mangaroska (Norweigan University of Science and Technology, Norway), Antonette Shibani, Gloria Fernandez-Nieto, Jurgen Schulte and Simon Buckingham Shum (University of Technology Sydney, Australia).