Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing das...

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Veröffentlicht in:Journal of Learning Analytics Jg. 6; H. 2; S. 70 - 85
Hauptverfasser: Ahn, June, Campos, Fabio, Hays, Maria, Digiacomo, Daniela
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Society for Learning Analytics Research 22.07.2019
Schlagworte:
Database Management Systems
Design
Instructional Improvement
Interaction
Learning Analytics
Man Machine Systems
Mathematics Teachers
Middle School Teachers
Usability
ISSN:1929-7750, 1929-7750
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Abstract Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States. Through documentation of our design experience, we offer ways to adapt common HCD methods — contextual design and design tensions — when developing visual analytics systems for educators. We also illuminate how adopting these design methods within the context of improvement science and research–practice partnerships fundamentally influences the design choices we make and the focal questions we undertake. The results of this design process flow naturally from the appropriation and repurposing of tools by district partners and directly inform improvement goals.
AbstractList Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers' pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States. Through documentation of our design experience, we offer ways to adapt common HCD methods -- contextual design and design tensions -- when developing visual analytics systems for educators. We also illuminate how adopting these design methods within the context of improvement science and research-practice partnerships fundamentally influences the design choices we make and the focal questions we undertake. The results of this design process flow naturally from the appropriation and repurposing of tools by district partners and directly inform improvement goals.
Audience Middle Schools
Junior High Schools
Secondary Education
Author Campos, Fabio
Hays, Maria
Digiacomo, Daniela
Ahn, June
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  givenname: Daniela
  surname: Digiacomo
  fullname: Digiacomo, Daniela
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Snippet Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand...
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StartPage 70
SubjectTerms Database Management Systems
Design
Instructional Improvement
Interaction
Learning Analytics
Man Machine Systems
Mathematics Teachers
Middle School Teachers
Usability
Title Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
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