"I Spent More Time with that Team": Making Spatial Pedagogy Visible Using Positioning Sensors
"I Spent More Time with that Team": Making Spatial Pedagogy Visible Using Positioning Sensors
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“我花了更多时间和那个团队在一起”：使用定位传感器使空间教学法变得可见
DOI：
10.1145/3303772.3303818
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Roberto Martínez Maldonado
中科院分区：
文献类型：
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作者：
Roberto Martínez Maldonado
教师经常被鼓励在课堂教学的不同阶段采用不同的定位策略，因为每个策略都可以以不同的方式影响学习者。然而，在向教师和学生提供教室使用的证据方面，几乎没有做过什么工作。随着传感器价格的下降，自动捕捉教室物理空间使用的痕迹变得越来越可行。在本文中，我们以空间教育学的概念为基础，提出了一种可视化教师在课堂中定位的数字痕迹的方法。我们通过一个真实的案例研究来说明我们的方法，一个教师制定了三种不同的学习设计。我们记录了教师和学生对定位数据的视觉表现的反应，以探索它们作为空间教育学代理的潜力。
Teachers are often encouraged to adopt different positioning strategies at various stages of a classroom lesson as each can influence learners in different ways. However, little work has been done to make evidence of the use of classrooms visible to teachers and students. As sensors drop in price, it is becoming more viable to capture traces of the use of the physical classroom space automatically. In this paper, we build on the notion of spatial pedagogy to propose an approach to visualise digital traces of teacher positioning in the classroom. We illustrate our approach through an authentic case study of a teacher enacting three distinctive learning designs. We document the teacher's and students' reactions to visual representations of positioning data to explore their potential as proxies of spatial pedagogy.
DOI：
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发表时间：
2018
期刊：
International Conference of the Learning Sciences
影响因子：
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作者：
Gerritsen, David;Zimmerman, John;Ogan, Amy
通讯作者：
Ogan, Amy