Daniel Sanchez

• Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2025). Advancing Multimodal Collaboration Analytics. Journal of Learning Analytics. 12(2), s. 105–124. doi: 10.18608/jla.2025.8625. Fulltekst i vitenarkiv
• Sanchez, Daniel & Esterhazy, Rachelle (2025). Unpacking the Observational Feedback Generation Process in High-Fidelity Simulations. Assessment & Evaluation in Higher Education. ISSN 0260-2938. 50(6), s. 945–959. doi: 10.1080/02602938.2025.2493247. Fulltekst i vitenarkiv Vis sammendrag

  Observational feedback refers to feedback in learning settings that requires observations of student actions. Existing feedback models provide limited insight into the way teachers generate such observational feedback. Addressing this gap, this exploratory study investigates how experienced nursing teachers generate observational feedback in high-fidelity simulations. Using the Critical Incident Technique (CIT), we asked teachers to identify relevant incidents during two video-recorded student simulations and how they would generate feedback on these incidents. A qualitative content analysis revealed a structured four-step process: noticing multimodal cues, interpreting student actions, appraising performance against professional standards and devising feedback interventions. Additionally, teachers relied on their domain-specific and pedagogical expertise to contextualise observations, anticipate student reasoning, and determine how to engage students with feedback. These findings extend existing feedback models by unpacking the observational feedback generation process and highlighting how domain-specific and pedagogical expertise shapes the process. This article also has direct implications for simulation-based education. To generate contextually relevant and pedagogically meaningful observational feedback, teachers need to develop the ability to notice relevant student actions, elicit students’ reasoning, appraise performance based on both clinical standards and student learning needs, and devise feedback that fosters learning.

• Sanchez, Daniel (2024). Learning Under Stress: Enhancing Team-Based Simulation Training with Multimodal Data. Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning. doi: 10.22318/cscl2024.651107. Fulltekst i vitenarkiv
• Sanchez, Daniel; Kaliisa, Rogers; Esterhazy, Rachelle & Damsa, Crina I. (2024). Unpacking the Elicitation Process for Multimodal Learning Analytics based Feedback. Proceedings 14th International Conference on Learning Analytics & Knowledge. Fulltekst i vitenarkiv
• Kaliisa, Rogers; Dane, Jai Oni; Sanchez, Daniel; Pratt, Jade; Damsa, Crina I. & Scianna, Jennifer (2023). Understanding Group Dynamics During Synchronous Collaborative Problem-Solving Activities: An Epistemic Network Approach. I Ruis, Andrew R & Seung, Lee. B (Red.), Advances in Quantitative Ethnography. Springer Nature. ISSN 9783030677886. s. 81–95. doi: 10.1007/978-3-031-47014-1_6. Fulltekst i vitenarkiv

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• Sanchez, Daniel; Damsa, Crina I.; Carrillo, Gina Paola; Heyn, Lena & Olesen, Susanne (2026). Multimodal Data-supported Debriefing: Enabling collaborative sense-making through video, transcripts and physiological data in Nursing education. Fulltekst i vitenarkiv
• Sanchez, Daniel & Damsa, Crina I. (2025). Sense-making through Reflection supported by Multimodal Dashboards in Team-based Simulations in Nursing Education. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025. Fulltekst i vitenarkiv
• Damsa, Crina I.; Esterhazy, Rachelle; Sanchez, Daniel & Kaliisa, Rogers (2024). Teamwork analytics for training collaborative problem solving in professional higher education. Fulltekst i vitenarkiv
• Damsa, Crina I.; Esterhazy, Rachelle; Sanchez, Daniel & Kaliisa, Rogers (2024). Teamwork analytics for training collaborative problem solving in professional higher education. Fulltekst i vitenarkiv
• Sanchez, Daniel; Damsa, Crina I.; Esterhazy, Rachelle & Arnim, Hugh Alexander von (2024). Sense-making and Use of Multimodal Feedback in Team-based Simulations in Nursing Education. EARLI-SIG27 Conference. Fulltekst i vitenarkiv
• Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I. (2023). Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation Scenarios. Fulltekst i vitenarkiv
• Sanchez, Daniel; Kaliisa, Rogers; Esterhazy, Rachelle & Damsa, Crina I. (2023). From multimodal data to meaning: Developing interpretations of learning in team-based simulations. Fulltekst i vitenarkiv
• Kaliisa, Rogers; Esterhazy, Rachelle; Sanchez, Daniel & Damsa, Crina I. (2023). Towards a conceptual framework for assessing collaborative problem solving in co-located settings using multimodal analytics. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2023). Multimodal collaboration analytics in collaborative problem solving – a scoping review. Fulltekst i vitenarkiv
• Steinmann, Isa; Ruiz, Jesus Daniel Sanchez; Laar, Saskia Van & Braeken, Johan (2022). How do inconsistent responders to mixed-worded questionnaire scales affect inferences in international large scale assessments? Fulltekst i vitenarkiv

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