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...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Journal of Learning Analytics Ročník 6; číslo 2; s. 70 - 85
Hlavní autori: Ahn, June, Campos, Fabio, Hays, Maria, Digiacomo, Daniela
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Society for Learning Analytics Research 22.07.2019
Predmet:
Database Management Systems
Design
Instructional Improvement
Interaction
Learning Analytics
Man Machine Systems
Mathematics Teachers
Middle School Teachers
Usability
ISSN:1929-7750, 1929-7750
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí: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.
ISSN:1929-7750
1929-7750
DOI:10.18608/jla.2019.62.5