Co-designing learning analytics tools with learners

Prieto-Alvarez, Carlos Gerardo; Martínez-Maldonado, Roberto; Anderson, Theresa Dirndorfer

doi:10.4324/9781351113038-7

Cited by 35 publications

(34 citation statements)

References 1 publication

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“…The issue of not invoking the voices of educational stakeholders in the design of data-intensive, learning analytics tools is also prevalent in other areas of application (Prieto-Alvarez, Martinez-Maldonado, & Anderson, 2018). In response, there has been a growing interest in collaborating with educational stakeholders early on in the design of writing analytics tools, and learning analytics tools in general (e.g.…”

Section: Data About Writing Processesmentioning

confidence: 99%

How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools

Conijn

Martínez-Maldonado

Knight

et al. 2020

Computer Assisted Language Learning

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Section: Data About Writing Processesmentioning

confidence: 99%

How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools

Conijn

Martínez-Maldonado

Knight

et al. 2020

Computer Assisted Language Learning

Self Cite

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“…[11]). Co-design methods allow to give voice to education stakeholders, and involve them meaningfully in the design journey [33]. This paper provides a detailed case study describing a co-design approach to LA design in the context of an existing learning game.…”

Section: Discussionmentioning

confidence: 99%

“…However, very little research has provided a detailed account of codesign processes in the exploration and problem-definition phases. In addition to work by Holstein et al [15][16], Prieto-Alvarez et al [33] described their design thinking approach and co-design methods to involve learners in the early stages of the LA design process. Recent contributions have proposed cards as tool for codesigning LA tools.…”

Section: Generative Design Techniques For Learning Analyticsmentioning

confidence: 99%

“…[26][31]). Design-oriented approaches where teachers and designers alike work together to uncover the opportunities of LA has been less common, but yet equally important [32]. Whereas theoretical perspectives can provide input into how LA might benefit teaching activities for example, they cannot always capture the complex realities of education practitioners or their visions of learning and teaching, nor can they empower them to become active participants providing input to the future direction of LA.…”

Section: Introductionmentioning

confidence: 99%

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Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Vezzoli

Mavrikis

Vasalou

2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

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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.

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“…Despite the field recognising this need, teacher involvement often tends to come rather late in the design process after the design agenda has been set (cf. Prieto‐Alvarez, Martinez‐Maldonado, & Anderson, ). LATUX, in particular, does not provide methodological guidance on how to support teachers' involvement in the early generative design phase—eg, how to account for teachers' lacking experience in a given context.…”

Section: Discussionmentioning

confidence: 99%

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

Mavrikis¹,

Geraniou²,

Santos³

et al. 2019

Brit J Educational Tech

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While it is commonly accepted that Learning Analytics (LA) tools can support teachers' awareness and classroom orchestration, not all forms of pedagogy are congruent to the types of data generated by digital technologies or the algorithms used to analyse them. One such pedagogy that has been so far underserved by LA is exploratory learning, exemplified by tools such as simulators, virtual labs, microworlds and some interactive educational games. This paper argues that the combination of intelligent analysis of interaction data from such an Exploratory Learning Environment (ELE) and the targeted design of visualisations has the benefit of supporting classroom orchestration and consequently enabling the adoption of this pedagogy to the classroom. We present a case study of LA in the context of an ELE supporting the learning of algebra. We focus on the formative qualitative evaluation of a suite of Teacher Assistance tools. We draw conclusions relating to the value of the tools to teachers and reflect with transferable lessons for future related work. What is already known about this topic Learning Analytics (LA) tools can support teachers' orchestration but most of the work so far has focus mostly on instructionist pedagogies or Computer‐Supported Collaborative Learning. Exploratory Learning Environments (ELEs) encourage students to freely explore a domain and follow a variety of solutions and have the potential to lead to more engagement and deeper learning. The freedom in ELEs introduces orchestration challenges that hinder the adoption of such pedagogies in classroom. What this paper adds A set of usage scenarios for LA tools for exploratory environments derived from teacher input and design and methodological guidelines based on a reflection from the study. Showcases a suite of Teacher Assistance tools purposefully designed for teachers' orchestration requirements during Exploratory Learning. Empirical evidence of the perceived usefulness of these tools and feedback from a large number of teachers thanks to a methodology of re‐using previously collected classroom data. Implications for practice and/or policy A methodology for involving teachers in the design and evaluation of LA. Highlights teacher training needs for LA. Teachers should be provided with tools that help them orchestrate different activities including ones with digital tools underpinned by a constructionist pedagogy.

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Co-designing learning analytics tools with learners

Cited by 35 publications

References 1 publication

How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools

How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools

Inspiration cards workshops with primary teachers in the early co-design stages of learning analytics

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

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