Oars

Bassen, Jonathan; Howley, Iris; Fast, Ethan; Mitchell, John C.; Thille, Candace

doi:10.1145/3231644.3231669

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…The vast majority of articles do not mention privacy and ethics. Of the 50 articles in the final corpus, only 10 articles mention ethics and privacy in general (e.g., the use of cameras, multimodal data), but only Bassen et al (2018) mention privacy as an essential design decision for the teacher dashboard. All 10 of the articles refer to ethics and privacy in relation to student data, with none of the articles mentioning privacy or ethical issues pertaining to teacher data.…”

Section: Rq4 To What Extent Are Privacy and Ethical Issues Considered...mentioning

confidence: 99%

A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards

Kaliisa

Jivet

Prinsloo

2023

Int J Educ Technol High Educ

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Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how they are designed, implemented and evaluated. This paper presents a systematic literature review of existing studies reporting on teacher-facing LA dashboards. Out of the 1968 articles retrieved from several databases, 50 articles were included in the final analysis. Guided by several frameworks, articles were coded based on the following dimensions: purpose, theoretical grounding, stakeholder involvement, ethics and privacy, design, implementation, and evaluation criteria. The findings show that most dashboards are designed to increase teachers’ awareness but with limited actionable insights to allow intervention. Moreover, while teachers are involved in the design process, this is mainly at the exploratory/problem definition stage, with little input beyond this stage. Most dashboards were prescriptive, less customisable, and implicit about the theoretical constructs behind their designs. In addition, dashboards are deployed at prototype and pilot stages, and the evaluation is dominated by self-reports and users’ reactions with limited focus on changes to teaching and learning. Besides, only one study considered privacy as a design requirement. Based on the findings of the study and synthesis of existing literature, we propose a four-dimensional checklist for planning, designing, implementing and evaluating LA dashboards.

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Section: Rq4 To What Extent Are Privacy and Ethical Issues Considered...mentioning

confidence: 99%

A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards

Kaliisa

Jivet

Prinsloo

2023

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…Educators have generally shown a positive attitude toward integrating Information and Communication Technology (ICT) in their teaching, recognizing benefits such as improved information access, enhanced communication, and increased student engagement [ [4] , [5] , [6] , [7] , 81 ]. ChatGPT, in particular, has been utilized in higher education for diverse purposes, including assignment feedback, collaborative learning facilitation, and personalized learning experiences [ [8] , [9] , [10] ]. Research conducted by Soc and Heng [ 82 ] identified five primary advantages of using ChatGPT.…”

Section: Introductionmentioning

confidence: 99%