Teacher tracking with integrity: What indoor positioning can reveal about instructional proxemics

Martinez-Maldonado, R; Mangaroska, K; Schulte, J; Elliott, D; Axisa, C; Shum, SB

Teacher tracking with integrity: What indoor positioning can reveal about instructional proxemics

Martinez-Maldonado, R

Mangaroska, K Schulte, J

Elliott, D

Axisa, C Shum, SB

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Publisher:: Association for Computing Machinery (ACM)
Publication Type:: Journal Article
Citation:: Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 2020, 4, (1)
Issue Date:: 2020-03-18

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Field	Value	Language
dc.contributor.author	Martinez-Maldonado, R https://orcid.org/0000-0002-8375-1816
dc.contributor.author	Mangaroska, K
dc.contributor.author	Schulte, J https://orcid.org/0000-0001-8845-8099
dc.contributor.author	Elliott, D https://orcid.org/0000-0002-6081-5442
dc.contributor.author	Axisa, C
dc.contributor.author	Shum, SB
dc.date.accessioned	2020-10-23T02:43:29Z
dc.date.available	2020-10-23T02:43:29Z
dc.date.issued	2020-03-18
dc.identifier.citation	Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 2020, 4, (1)
dc.identifier.issn	2474-9567
dc.identifier.issn	2474-9567
dc.identifier.uri	http://hdl.handle.net/10453/143491
dc.description.abstract	© 2020 Association for Computing Machinery. Automatic tracking of activity and location in the classroom is becoming increasingly feasible and inexpensive. However, although there is a growing interest in creating classrooms embedded with tracking capabilities using computer vision and wearables, more work is still needed to understand teachers' perceived opportunities and concerns about using indoor positioning data to reflect on their practice. This paper presents results from a qualitative study, conducted across three authentic educational settings, investigating the potential of making positioning traces available to teachers. Positioning data from 28 classes taught by 10 university teachers was captured using sensors in three different collaborative classroom spaces in the disciplines of design, health and science. The contributions of this paper to ubiquitous computing are the documented reflections of teachers from different disciplines provoked by visual representations of their classroom positioning data and that of others. These reflections point to: i) the potential benefit of using these digital traces to support teaching; and ii) concerns to be considered in the design of meaningful analytics systems for instructional proxemics.
dc.language	en
dc.publisher	Association for Computing Machinery (ACM)
dc.relation.ispartof	Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies
dc.relation.isbasedon	10.1145/3381017
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Teacher tracking with integrity: What indoor positioning can reveal about instructional proxemics
dc.type	Journal Article
utslib.citation.volume	4
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2020-10-23T02:42:56Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	4
utslib.citation.issue	1

Abstract:

© 2020 Association for Computing Machinery. Automatic tracking of activity and location in the classroom is becoming increasingly feasible and inexpensive. However, although there is a growing interest in creating classrooms embedded with tracking capabilities using computer vision and wearables, more work is still needed to understand teachers' perceived opportunities and concerns about using indoor positioning data to reflect on their practice. This paper presents results from a qualitative study, conducted across three authentic educational settings, investigating the potential of making positioning traces available to teachers. Positioning data from 28 classes taught by 10 university teachers was captured using sensors in three different collaborative classroom spaces in the disciplines of design, health and science. The contributions of this paper to ubiquitous computing are the documented reflections of teachers from different disciplines provoked by visual representations of their classroom positioning data and that of others. These reflections point to: i) the potential benefit of using these digital traces to support teaching; and ii) concerns to be considered in the design of meaningful analytics systems for instructional proxemics.

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http://hdl.handle.net/10453/143491