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The use of learning analytics is entering in the field of research in education as a promising way to support learning. However, in many cases data are not transparent for the learner. In this regard, Educational institutions shouldn't escape the need of making transparent for the learners how their personal data is being tracked and used in order to build inferences, as well as how its use is going to affect in their learning. In this contribution, we sustain that learning analytics offers opportunities to the students to reflect about learning and develop metacognitive skills. Student-centered analytics are highlighted as a useful approach for reframing learning analytics as a tool for supporting self-directed and self-regulated learning. The article also provides insights about the design of learning analytics and examples of experiences that challenge traditional implementations of learning analytics.

The increasing availability of self-monitoring technologies has created opportunities for gaining awareness about one's own behavior and reflecting on it. In teaching and learning, there is interest in using self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler) that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG) while studying, and later provides visualization of the EEG data. The results are two-fold: (1) the hardware/software prototype and (2) the conclusions from the proof-of-concept research conducted with the prototype and six participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler's learning script and visualization of the EEG data supported greater levels of reflection by fostering students' curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students' mental states when they perform academic tasks.

El diseño participativo está teniendo una importante incidencia en el diseño de entornos de aprendizaje mediados por tecnología. Cada vez es más frecuente utilizar los enfoques participativos y de codiseño para involucrar a docentes y a estudiantes en el diseño de la tecnología para generar soluciones centradas en las necesidades de las personas que se verán afectadas al utilizarlas. El diseño participativo pretende involucrar a los grupos afectados desde el inicio del diseño, lo que implica tener en consideración la complejidad que supone dar voz a personas con conocimientos, necesidades y roles diferentes. El objetivo principal de esta contribución es analizar el papel actual del diseño participativo con relación a la investigación e innovación en tecnología educativa.  Se analiza el origen de este tipo de enfoque y las aplicaciones más habituales en el ámbito educativo. Posteriormente,  se describen los métodos que facilitaran la comunicación y colaboración entre las diseñadoras y participantes, se analizan los principios clave en el diseño participativo, y, finalmente, se exponen las implicaciones del diseño participativo para la investigación e innovación en tecnología educativa.