125 results on '"Roberto Martínez-Maldonado"'
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52. From Touches to Teamwork Constructs: Towards Automatically Visualising Collaboration Processes.
53. You Are Off The Beat!: Is Accelerometer Data Enough for Measuring Dance Rhythm?
54. A student-facing dashboard for supporting sensemaking about the brainstorm process at a multi-surface space.
55. That dashboard looks nice, but what does it mean?: towards making meaning explicit in learning analytics design.
56. Towards data storytelling to support teaching and learning.
57. Modelling Embodied Mobility Teamwork Strategies in a Simulation-Based Healthcare Classroom.
58. Let's Dance: How to Build a User Model for Dance Students Using Wearable Technology.
59. Analytics meet patient manikins: challenges in an authentic small-group healthcare simulation classroom.
60. Towards mining sequences and dispersion of rhetorical moves in student written texts.
61. How to Capitalise on Mobility, Proximity and Motion Analytics to Support Formal and Informal Education?
62. Making the Design of CSCL Analytics Interfaces a Co-design Process: the Case of Multimodal Teamwork in Healthcare.
63. CoCoDeS: multi-device support for collocated collaborative learning design.
64. Towards Supporting Awareness for Content Curation: The Case of Food Literacy and Behavioural Change.
65. Generating actionable predictive models of academic performance.
66. Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges.
67. Introduction to Cross LAK 2016: Learning Analytics Across Spaces.
68. Seeing Learning Analytics Tools as Orchestration Technologies: Towards Supporting Learning Activities across Physical and Digital Spaces.
69. An Actionable Approach to Understand Group Experience in Complex, Multi-surface Spaces.
70. Towards Proximity Tracking and Sensemaking for Supporting Teamwork and Learning.
71. Editorial: Joint Proceedings of the Sixth Multimodal Learning Analytics (MMLA) Workshop and the Second Cross-LAK Workshop.
72. Making Learning Journeys Visible: Towards Supporting Collective Reflection on Graduate Attributes.
73. The LATUX workflow: designing and deploying awareness tools in technology-enabled learning settings.
74. Multi-touch technology in a higher-education classroom: lessons in-the-wild.
75. Towards Providing Notifications to Enhance Teacher's Awareness in the Classroom.
76. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data.
77. Open Learner Models to Support Reflection on Brainstorming at Interactive Tabletops.
78. An Automatic Approach for Mining Patterns of Collaboration around an Interactive Tabletop.
79. Data Mining in the Classroom: Discovering Groups' Strategies at a Multi-tabletop Environment.
80. Integrating orchestration of ubiquitous and pervasive learning environments.
81. An approach for designing and evaluating a plug-in vision-based tabletop touch identification system.
82. Extending tabletop application design to the classroom.
83. MTClassroom and MTDashboard: Supporting Analysis of Teacher Attention in an Orchestrated Multi-Tabletop Classroom.
84. Human-Computer Interaction and the Learning Sciences.
85. Orchestrating a multi-tabletop classroom: from activity design to enactment and reflection.
86. An Interactive Teacher's Dashboard for Monitoring Groups in a Multi-tabletop Learning Environment.
87. Seamless and continuous user identification for interactive tabletops using personal device handshaking and body tracking.
88. Forró Trainer: Automated Feedback for Partner Dance Learning.
89. Connecting data with student support actions in a course: a hands-on tutorial.
90. Large scale predictive process mining and analytics of university degree course data.
91. 2nd cross-LAK: learning analytics across physical and digital spaces.
92. Modelling and Identifying Collaborative Situations in a Collocated Multi-display Groupware Setting.
93. Analysing Frequent Sequential Patterns of Collaborative Learning Activity Around an Interactive Tabletop. Nominee for Best Paper Award.
94. Who did what? Who said that?: Collaid: an environment for capturing traces of collaborative learning at the tabletop.
95. Modelling Symmetry of Activity as an Indicator of Collocated Group Collaboration.
96. Towards a Learning Ecology Using Modest Computing to Address the 'Banking Model of Education'.
97. Collaborative concept mapping at the tabletop.
98. Researching and Designing for the Orchestration of Learning in the CSCL Classroom.
99. Learning about Collaborative Design for Learning in a Multi-Surface Design Studio.
100. A Multimodal Approach to the Analysis of Complex Collaborative Learning Environments: Using Complementary Methods of Analysis to Synthesize New Trends in Scaffolding Research.
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