Classbeacons: Enhancing reflection-inaction of teachers through spatially distributed ambient information

An, P; Ordanovski, S; Paffen, CLE; Bakker, S; Taconis, R; Eggen, B

Classbeacons: Enhancing reflection-inaction of teachers through spatially distributed ambient information

An, P Ordanovski, S Paffen, CLE Bakker, S Taconis, R Eggen, B

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Publication Type:: Conference Proceeding
Citation:: Conference on Human Factors in Computing Systems - Proceedings, 2019
Issue Date:: 2019-05-02

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Field	Value	Language
dc.contributor.author	An, P	en_US
dc.contributor.author	Ordanovski, S	en_US
dc.contributor.author	Paffen, CLE	en_US
dc.contributor.author	Bakker, S	en_US
dc.contributor.author	Taconis, R	en_US
dc.contributor.author	Eggen, B	en_US
dc.date.issued	2019-05-02	en_US
dc.identifier.citation	Conference on Human Factors in Computing Systems - Proceedings, 2019	en_US
dc.identifier.isbn	9781450359719	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137556
dc.description.abstract	© 2019 Copyright is held by the author/owner(s). ACM Reflection-in-action (RiA) refers to teachers' reflections on their teaching performance during busy classroom routines. RiA is a demanding competence for teachers, but little has been known about how HCI systems could support teachers' RiA during their busy and intensive teaching. To bridge this gap, we design and evaluate an ambient information system named ClassBeacons. ClassBeacons aims to help teachers intuitively reflect-in-action on how to divide time and attention over pupils throughout a lesson. ClassBeacons subtly depicts teachers' division of time and attention over pupils through multiple light-objects distributed over students' desks. Each light-object indicates how long the teacher has been cumulatively around it (helping an adjacent student) by shifting color. A field evaluation with eleven teachers proved that ClassBeacons enhanced teachers' RiA by supporting their sensemaking of ongoing performance and modification of upcoming actions. Furthermore, ClassBeacons was experienced to unobtrusively fit into teachers' routines without overburdening teaching in progress.	en_US
dc.relation.ispartof	Conference on Human Factors in Computing Systems - Proceedings	en_US
dc.relation.isbasedon	10.1145/3290607.3313239	en_US
dc.title	Classbeacons: Enhancing reflection-inaction of teachers through spatially distributed ambient information	en_US
dc.type	Conference Proceeding
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2019 Copyright is held by the author/owner(s). ACM Reflection-in-action (RiA) refers to teachers' reflections on their teaching performance during busy classroom routines. RiA is a demanding competence for teachers, but little has been known about how HCI systems could support teachers' RiA during their busy and intensive teaching. To bridge this gap, we design and evaluate an ambient information system named ClassBeacons. ClassBeacons aims to help teachers intuitively reflect-in-action on how to divide time and attention over pupils throughout a lesson. ClassBeacons subtly depicts teachers' division of time and attention over pupils through multiple light-objects distributed over students' desks. Each light-object indicates how long the teacher has been cumulatively around it (helping an adjacent student) by shifting color. A field evaluation with eleven teachers proved that ClassBeacons enhanced teachers' RiA by supporting their sensemaking of ongoing performance and modification of upcoming actions. Furthermore, ClassBeacons was experienced to unobtrusively fit into teachers' routines without overburdening teaching in progress.

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http://hdl.handle.net/10453/137556