Hello, my name is Roberto Martinez-Maldonado.
And I'm going to present our paper a teacher tracking with integrity, what indoor positioning can reveal about instructional proximity.
in behalf of my co authors.
We know now that indoor positioning tracking is becoming widely spread using different wearables and computer vision systems.
and they are becoming really, really accurate.
However, not much research has been done on how we can make these positioning data available for end users.
We're particularly focusing on teachers: how teachers can use the data to learn to move in the classroom more effectively.
At the moment, they learn many times from teaching guides that recommend how they need to move in the classroom, or from peers,
other teachers that observe the movements and they provide feedback.
However, in both of these cases, there are shortcomings. For the teaching guides, there is not enough evidence that strongly supports these recommendations.
And they are not useful for self reflection because they don't promote the use of their own data.
And peer teaching is costly, hard to scale up and is also susceptible to personal bias.
So we selected three different learning contexts.
One was a typical classroom, led by one teacher,
and another one was a specialised learning space of nursing simulation where one teacher is looking after different teams
and a physics lab when we have two teachers and several students doing lots of experiments.
So the contribution of this paper is a qualitative study that is inspecting the reflections of teachers
provoked by visual representations of the classroom positioning data in these three different contexts.
As you can see the floor plans, we equip each of these systems with an indoor positioning tracking system called pozym.io.
And the teachers were asked to wear this label in the form of our patch.
And the three research questions that we are addressing include, identifying the added value of making this positioning data visible for teachers,
their anticipated uses, and how this can impact their own practice.
If we share this data with other stakeholders.
The method that we employ was to using teachers on data and the data from other teachers in their classes
in the form of heat maps of the x and y coordinates at the end of the class, and also divided into quartiles.
We also have open ended interviews focusing on identifying what is being made visible through the positioning data,
how would they use the data and implications of showing the data to others, which match our research questions.
So these were some examples of the 'visibility' aspects of the data.
This is in the context of the simulation classrooms.
So we have two teachers. In this case, one teacher on the left that usually was at Point A where the computer is and then close to each of the beds for the students are.
We have a totally different strategy followed by a different teacher in the same space pretty much standing where you see the Point C,
at the middle of the class instead of being close to the students.
So it's interesting what each teacher commented on each other once they look at each other's data.
So for example, this one said, I never seen how this other teacher is conducting the classes.
So it will be good to share these data with other teachers.
And the other one justified his behaviours by pointing out limitations of the space
that limit his mobility and how you can position himself in between the beds.
In a different setting. In this case, the science lab, the dots in grea, are the experiment locations,
where the students each dot represents a group of students.
And we can see that the teacher in this case was very close to each of these dots.
In contrast to this other teacher on the right, where you can see is pretty much covering the whole floor plan, but not necessarily being all the time close to the groups.
So when the coordinator looked at these diagrams, he explained that this is a helpful teacher on the left, because he's close to the students.
And on the other side, it was using the wording: "this is a supervisory behaviour.
So I would instruct this teacher to be closer, helping more to the students spending more time with the students".
So, when we ask them more specifically about what would be the best use of these data.
They of course, talked about self reflection, support and the opportunity to facilitating meetings as a debriefing tool, and to explain
at a high level whatis expected from each of the teachers and also the envisaged use of this data for training novice teachers or
identifying good examples of experienced teachers that can be then shared with the novice teachers,
when they were asked about the opportunities for real time support.
Obviously, they said yeah, it would be good to immediately take action based on these traces.
But this is a design space where the different ways in which this data can be presented can become a distraction as well.
So it needs to be a subtle to signal if they really need to do something with it.
In terms of a interior design they suggested that these data can be useful for assessing the effectiveness of a learning space.
But they were also concerned about some stakeholders that are not necessarily imbued in the educational principles
that they can make decisions about the architecture without consulting the teachers.
In terms of accountability, there were concerns from the teachers about being assessed on their performance based on these limited data.
So they suggested that these data should only be used for providing formative feedback and to for the purpose of improving practice.
So we invite you to read our paper which is aimed at coming from low level X and Y position in data to improving in practice with integrity.
And that's why we have this wording in our title, because according to the one of the principles of use of educational data,
we shouldn't use these kind of analytics to monitor staff performance.
Thank you very much. If you have any question, please send us a message.