We are collaborating with the UTS Clinical Simulation team at the Faculty of Health to explore the potential that multimodal learning analytics can bring to generate reflection in Healthcare simulations using patient manikins.
This project proposes a novel principled approach and the toolset to support collocated team-based educational design by providing teachers and learning designers with an ecology of digital and non-digital devices, an embedded design pattern library and a design dashboard.
The MTClassroom is a novel, enriched multi-interactive tabletop classroom environment that captures aspects of students’ activity as they work in small groups. The MTClassroom is composed by a number of interconnected multi-touch interactive tabletops (4 or 5 were used in our studies).
Learning to collaborate is important. But how does one learn to collaborate face-to-face? What are the actions and strategies to follow for a group of students who start a task? We have analysed aspects of students’ collaboration when working around a multi-touch tabletop enriched with sensors for identifying users, and also at other multi-display settings. Continue reading
Designing, validating and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design and psychology. Whilst each of these disciplines has established its own design methodologies, there is a need for methodological frameworks that meet the specific demands of the cross-disciplinary space defined by learning analytics. Continue reading
The MTDashboard is a multi-platform teacher’s tool that contains both controlling and awareness components. The dashboard can be displayed at a handheld tablet device that the teacher carried while walking around the classroom to monitor student progress. Continue reading
Tabletops have the potential to provide new ways to support collaborative learning generally and, more specifically, to aid people in learning to collaborate more effectively. To achieve this potential, we need to gain understanding of how to design tabletop environments so that they capture relevant information about collaboration processes so that we can make it available in a form that is useful for learners, their teachers and facilitators.
CMate aims to provide a new form of learning environment that helps learners and their teachers to gain a clearer understanding of each learner’s knowledge and misconceptions. To do this, we use the tabletop to combine the privately constructed individual users’ concept maps. CMate also permits students to have access to a list of suggested concepts and linking words, or type their own words, in order to build a concept map that gives response to a question posed by the teacher.