I had a great time listening to this week’s discussion as much as last week.
In response to Remi’s question, I had two things come to mind.
First, I was trying to think of ways to incorporate beacon-technology that utilizes Bluetooth pinging. There are Bluetooth enabled stickers/small objects that send a signal after a programmed stimulus. These can document when a particular behavior is performed. In terms of the interaction with their physical space, researchers can see how students or facilitators move/interact in the classroom.
Second, I think it could be informative to see how students perform the researcher role. For instance, one member of each team could do some ethnography-style observations of how their team approaches solving their FUSE task/challenge. This team member can take descriptive and qualitative notes. I see this as another student-participatory approach that may complement FUSE’s STEAM focus.
There could be a way to incorporate both the points above. For instance, if a facilitator can place a Bluetooth sticker in different sections of the studio-room. Deciding where to place the stickers can be decided by FUSE researchers and the class’ facilitators. Next, the facilitator can provide one member of each student team another sticker/pendant. So throughout the day’s session, the student with the pendant can follow their team members around. The pendant will ping whenever the pendant hits another Bluetooth sticker’s area of response.
Ultimately, this approach could provide real-time spatial data about how long and where students move within the studio. Also, the information provided by the student ethnographer can provide more context. I believe this method can be further fleshed out. For instance, you could observe how often students with Bluetooth pendants cross paths. Or perhaps provide a facilitator with a beacon and see how often and when students interact with them. One question that comes from this is to see if facilitators tend to approach students or vice-versa. The student observer can then document this interaction. For instance, did the students call the professor across the room to come over or did the facilitator walk over to the students? Overall, this could be a dynamic experiment to understand the use of physical space (and with other participants). This could also be revisited in the class as a debrief session.