Human-Centred Teamwork Analytics
Objective 1
A co-design methodology and associated resources (guidelines, templates and design artefacts) will be created to help researchers and designers to accomplish two main goals. The first goal is to facilitate the elicitation and definition of teamwork higher-order constructs (HOCs) and underlying sub-constructs based on pedagogical intentions (from educators and learning designers) and complemented with theory. The second goal is to provide the structural templates that co-design facilitators could use to map interdependencies between outputs of the co-design techniques and multimodal data and interface requirements, as well as the ethical and practical implications of capturing and using multimodal data in specific collocated learning settings. The purpose is to provide transparency in the representation of HOCs from low-level multimodal data to assessment interfaces. For example, the following figure illustrates the mapping of effective leadership as a key sub-construct of the HOC: high-performance teamwork in nursing simulation.
Behavioural markers for this sub-construct in a specific resuscitation scenario would include for the team leader to clearly speak with the patient while conscious, keeping fluid communication with all team-members, effective delegation of tasks (e.g. the leader should not become involved in direct patient care), and physically positioning herself/himself in front of the patient. As a more specific example in this scenario, the stream of (x, y) data provided by indoor localisation sensors can identify the position of the team leader, but it is meaningless without a frame of reference (e.g. an indoor map or critical spaces in the classroom). In this case, coordinates could be encoded into classroom zones, such as: behind the bedhead, bed side, at the foot of the bed or medication room. These are meaningful indicators because nurses perform specific actions in each location. Using these location data in context, it is possible to identify if the team leader remained in a position where s/he can monitor the clinical event (e.g. commonly at the foot of the bed). Fig 2 provides a visual representation of the mapping from low-level data (right) up to the ‘effective leadership’ sub-construct (left). Whilst this mapping can be co-created with stakeholders, this and other constructs and sub-constructs could be complemented or completely defined based on learning/teamwork theory.
To set the basis to achieve the above mappings, work in this phase will involve using co-design techniques (namely card sorting, focus groups, prototyping, and journey mapping) in design sessions involving nursing and clinical students and educators in both simulation settings. Novel co-design techniques will also be created or consolidated from previous work.
