Roberto Martinez-Maldonado
Dados Biográficos
| ID | 5791371 |
|---|---|
| NOME | Roberto Martinez-Maldonado |
| PRENOMES | Roberto |
| SOBRENOME | Martinez-Maldonado |
| ASSINATURA | MARTINEZ-MALDONADO R |
| AFILIAÇÕES | Monash University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Implementing multimodal learning analytics in authentic settings
Automated multimodal visual analytics of social and epistemic dimensions in team communication for reflective practice in healthcare simulation
Effective team communication is critical in high-stakes sectors such as healthcare. However, learners often struggle to reflect and improve on their communication skills within these fast-paced scenarios. While educators play a vital role in guiding students to reflect on the social and epistemic aspects of their communication, they require evidence to facilitate learners in recalling their experience to reflect effectively. Although video record…
The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these appro…
Dissecting the temporal dynamics of embodied collaborative learning using multimodal learning analytics
Embodied collaborative learning, intertwining verbal and physical behaviors, is an intricate learning process demanding a multifaceted approach for comprehensive understanding. Prior studies in this field have often neglected the temporal dynamics and the interplay between verbal and bodily behaviors in collaborative learning settings. This study bridges this gap by employing an integrative approach combining social constructivism, situated cogni…
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Assessment in the age of artificial intelligence
In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and backgrounds of participants; be tailored to the culture of schooling rather than the cultures schooling is designed to prepare students to enter; and asse…
Explainable Artificial Intelligence in education
There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this p…
Enriching teachers’ assessments of rhythmic Forró dance skills by modelling motion sensor data
Orchestrating learning analytics (OrLA)
Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a part…
Fad
A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: fr…
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Deploying and Visualising Teacher’s Scripts of Small Group Activities in a Multi-surface Classroom Ecology
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Deploying and Visualising Teacher’s Scripts of Small Group Activities in a Multi-surface Classroom Ecology
Fad
A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: fr…
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Orchestrating learning analytics (OrLA)
Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a part…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Assessment in the age of artificial intelligence
In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and backgrounds of participants; be tailored to the culture of schooling rather than the cultures schooling is designed to prepare students to enter; and asse…
Explainable Artificial Intelligence in education
There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this p…
Enriching teachers’ assessments of rhythmic Forró dance skills by modelling motion sensor data
The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these appro…
Dissecting the temporal dynamics of embodied collaborative learning using multimodal learning analytics
Embodied collaborative learning, intertwining verbal and physical behaviors, is an intricate learning process demanding a multifaceted approach for comprehensive understanding. Prior studies in this field have often neglected the temporal dynamics and the interplay between verbal and bodily behaviors in collaborative learning settings. This study bridges this gap by employing an integrative approach combining social constructivism, situated cogni…
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Implementing multimodal learning analytics in authentic settings
Automated multimodal visual analytics of social and epistemic dimensions in team communication for reflective practice in healthcare simulation
Effective team communication is critical in high-stakes sectors such as healthcare. However, learners often struggle to reflect and improve on their communication skills within these fast-paced scenarios. While educators play a vital role in guiding students to reflect on the social and epistemic aspects of their communication, they require evidence to facilitate learners in recalling their experience to reflect effectively. Although video record…
Computer Science (9 obras) · Psychology (7 obras) · Knowledge management (5 obras) · Mathematics education (5 obras) · Online Learning and Analytics (5 obras) · Artificial Intelligence (4 obras) · Innovative Teaching and Learning Methods (4 obras) · Sociology (4 obras) · Analytics (3 obras) · Artificial Intelligence (3 obras)