Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education

[EN] Teachers in higher education are tasked with the demanding job of providing support tailored to each individual student’s need. To provide tailored support, teachers need to accurately monitor students’ activities and decide on appropriate support interventions. Learning analytics applications have the potential to aid teachers to maintain an overview of their students’ activities. However, those applications are often designed as centralized graphical displays, taking teachers’ attention away from the classroom and sometimes overburdening teachers. Therefore, we investigate whether ambient LA displays offer a solution to complement traditional LA applications, as these systems are designed as objects that integrate seamlessly into the classroom context. We conducted an exploratory study in Higher Education to investigate teachers’ needs for information and their perception of ambient LA displays in relation to their teaching practice. We formulate three key findings and a set of design opportunities that flow from these findings to inform future work of supporting the HE context with ambient LA displays.We thank P.H.A. Teuwen, Y.J. Thijssen, and N.T. van de Ven for helping in the research and preparing the visual materials. We thank all the involved teachers and students. Our thanks also go to Dr. Bakker, Prof. Eggen, and Dr. Chuang who have supported this work.An, P.; Van Leeuwen, A. (2021). Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 215-223. https://doi.org/10.4995/HEAd21.2021.12807OCS21522

How peripheral data visualisation systems support secondary school teachers during VLE-supported lessons

Through the integration of technology-enhanced learning (TEL) in the classrooms, there is an increase in Virtual Learning Environment-supported classes in secondary schools, which brings unintentional complexities in terms of monitoring for teachers [25]. To support secondary school teachers during VLE-supported lessons, a peripheral data visualisation system was designed and implemented in a three-week field study. Both qualitative and quantitative data were gathered and analysed through methodological triangulation in order to get an in-depth understanding about the use of the system by teachers. The key findings from our study were that the peripheral data visualisation tool, by being a distributed, highly visible system, was well integrated in the teachers' practice. The peripheral visualisation served as a trigger for teacher interventions where the teacher could confront the student's level of concentration and provide support when a student needs it. Furthermore, by offloading the secondary tasks of checking the students' level of concentration and progress to the visualisation, most teachers experienced more peace of mind and space to manage their primary teaching practice. Lastly, approximately 95% of 89 students experienced the data visualisation as neutral or motivating, while 5.7% of the students experienced violation of privacy by this medium

How peripheral data visualisation systems support secondary school teachers during VLE-supported lessons

\u3cp\u3eThrough the integration of technology-enhanced learning (TEL) in the classrooms, there is an increase in Virtual Learning Environment-supported classes in secondary schools, which brings unintentional complexities in terms of monitoring for teachers [25]. To support secondary school teachers during VLE-supported lessons, a peripheral data visualisation system was designed and implemented in a three-week field study. Both qualitative and quantitative data were gathered and analysed through methodological triangulation in order to get an in-depth understanding about the use of the system by teachers. The key findings from our study were that the peripheral data visualisation tool, by being a distributed, highly visible system, was well integrated in the teachers' practice. The peripheral visualisation served as a trigger for teacher interventions where the teacher could confront the student's level of concentration and provide support when a student needs it. Furthermore, by offloading the secondary tasks of checking the students' level of concentration and progress to the visualisation, most teachers experienced more peace of mind and space to manage their primary teaching practice. Lastly, approximately 95% of 89 students experienced the data visualisation as neutral or motivating, while 5.7% of the students experienced violation of privacy by this medium.\u3c/p\u3

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.Comment: to be published in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 17 pages, 10 figure

7th International Conference on Higher Education Advances (HEAd'21)

Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA