ABSTRACT
The contemporary classroom is an increasingly complex system of learning, including a wide range of learning interactions, strategies and negotiations – some predictable and many unpredictable. This is complicated by an increasing presence of ‘blended learning’ as a teaching strategy, where teachers and students work across both physical and digital spaces. However, much of the learning process in the digital space is not visible, which makes it difficult to evaluate and support. A key aspect to adequately supporting students in these new, integrated, collaborative settings is that support is focused and personalised. New technologies and data mining methodologies offer ways of collecting, filtering and visualising classroom data and communicating it to teachers and students. In this chapter, a system of low-disturbance, longitudinal, multimodal, classroom observation and data collection is presented, to investigate blended physical and digital classroom interactions. The first year of use and development of this system will be discussed, along with methods of analysis, and implications for research and practice.
