Despite the recognition of the need to include practitioners in the design of learning analytics (LA), especially teacher input tends to come later in the design process rather than in the definition of the initial design agenda. This paper presents a case study of a design project tasked with developing LA tools for a reading game for primary school children. Taking a co-design approach, we use the Inspiration Cards Workshop to ensure meaningful teacher involvement even for participants with low background in data literacy or experience in using learning analytics. We reflect on the process and findings to derive specific and transferable design principles that can guide the implementation of LA tools for primary school teachers in particular, and discuss opportunities and limitations of using the inspiration cards method that can inform future LA design efforts.
Given the significant potential of shared book reading to promote children's learning, the design of e-books has focused on maximising this learning experience. However, recent studies have begun to show that shared reading is a broader opportunity for the family to spend quality time together. Our study aims to explore this perspective further, focusing on the types of parent-child interactions during shared reading and the ways in which shared reading may foster intimacy when parents and children read digital books. We used cultural probes and contextual interviews to capture the shared reading experiences of 7 parents and 6 children in their homes. We discuss the different nuances of the shared reading practices identified. We use these findings to suggest new design opportunities that support the complex practices of shared reading with technologies at home.
Given increasing evidence of the importance of sensorimotor experience and meaningful movement in geometry learning and spatial thinking, the potential of digital designs to foster specific movements in mathematical learning is promising. This article reports a study with elementary children engaging with a learning environment designed to support meaningful mathematical movement through the use of two shared, but alternative, representations around Cartesian coordinates: a 3D immersive virtual environment, where one child collects flowers from target coordinates selected by another child using a 2D visual representation of the virtual garden and person location in space. In this design, the body becomes a 'tangible' resource for thinking, learning and joint activity, through bodily experience, and where body movement, position and orientation are made visible to collaborators. A qualitative, multimodal analysis examining collaborative interaction among twenty-one children 8-9 years old shows ways in which the 'body' became an instrument for children's thinking through, and reasoning about, finding positions in space and movement in relation to Cartesian coordinates. In particular, it shows how the use of different representations (tangible and visual 2D screen-based) situated the meaning-making process in a space where children, using their bodies, crafted connections between the different representations and used transcending objects to facilitate an integration of the different perspectives.
The paradigm 1 of neurodiversity provides a theoretical scaffold to challenge the idea of dyslexia as a deficit, by considering how difficulties related to literacy may reflect possible cognitive strengths and opportunities for learning. In this paper we adopt this perspective which associates dyslexia with strengths in visual, oral and three-dimensional thinking. Our goal is to understand if and how the multimodal affordances of SNS mediate participation and new literacies for dyslexic youth, and how these affordances interact with identity work. Seven young people struggling with literacy were interviewed about their use of SNS. Our results show that the visual affordances of SNS enable new forms of participation and expression, furthering our understanding of visual literacies. Nonetheless, despite the pervasive use of visual affordances to perform identity work, we also find that young people's learning differences are not always obviated but reconstructed, or even confronted in SNS.
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